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o  ANGELES,  CALIF. 

(Baltimore  County  Course) 

LESSON  PLANS 

IN 

FOURTH  GRADE  HISTORY 


BY 

M.    ANNIE    GRACE 
EMMA  C.  MONROE 

AND  OTHERS 

Baltimore  County    Public  Schools 


BALTIMORE 
WARWICK   &   YORK,    Inc. 

1917. 


Copyright,  1917,  by  Warwick  &  York,  Inc. 


CONTENTS. 

«J     LEGENDARY  HISTORY : 
f» 

TROJAN  WAR 1 

ULYSSES  7 

STUMBLING  UPON  A  CONTINENT: 

VIKINGS 11 

SEARCH  FOR  EASTERN  TRADE  ROUTE: 

MARCO  POLO 25 

PRINCE  HENRY 33 

VASCA  DA  GAM  A 37 

\  SEARCH  FOR  WESTERN  TRADE  ROUTE : 

CHRISTOPHER  COLUMBUS 40 

•% 

AMEIUGO  VESPUCCI 44 

JOHN  CABOT 46 

FERDINAND  MAGELLAN , 49 

EXPLORATIONS : 
v 

Spanish — To  gain  riches  and  power. 

VASCO  NUNEZ  BALBOA : 53 

CABEJ A  DE  VACA 55 

HERNANDO  DE  SOTO 62 

English — To  gain  riches  and  power. 

-^ 

^j                 SIR  FRANCIS  DRAKE 65 

^j         French — To  gain  new  territory. 

GIOVANNI  DA  VERRAZANO 69 

JACQUES  CARTIER 70 

JEAN  RIBAUT 72 

LAUDONIERRE .• 72 

— To  trade  in  furs. 

SAMUEL  DE  CHAMPLAIN 73 

— To  convert  Indians. 

JOILET  AND  MARQUETTE 76 

— To  explore  Mississippi  River. 

ROBERT  CAVALIER  DE  LA  SALLE 7S 

*  Where  no  author's  name  appears  under  title  of  a  plan,  the  contribut-' 
is  by  M.  Annie  Grace  and  Emma  C.  Monroe. 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

COLONIZATION : 

Attempts  at — 

FRENCH — PORT  ROYAL,  FORT  CAROLINE 85 

SPANISH — ST.  AUGUSTINE 85 

ENGLISH — ROANOKE 87 

Permanent — 

ENGLISH  (JAMESTOWN,  VA.) 92 

DUTCH  (AMSTERDAM,  N.  Y.) 102 

ENGLISH — PILGRIMS  (PLYMOUTH.  MASS,  i Ill 

—CATHOLICS  (  ST.  MARY'S,  MD.) 120 

— QUAKERS  (PHILADELPHIA.  PA.) 132 

FRENCH  AND  INDIAN  WAR.  .  145 


LESSON  PLANS  IN  FOURTH  GRADE  HISTORY 

Legendary  History 

TROJAN  WAR 

TEACHER'S  AIM  :  To  teach  bravery  of  Greeks  as  shown  in  Trojan 
War.. 

INTRODUCTION  :  Name  some  stories  that  tell  of  gods  and  goddesses. 
Why  did  the  people  fear  gods  and  goddesses?  There  was  a  race  of  peo- 
ple who  lived  in  the  southern  part  of  Europe  (locate  on  map)  who  also 
believed  in  gods  and  goddesses.  These  people  at  one  time  angered  these 
gods  and  goddesses  and  a  war  ensued.  Should  you  like  to  know  how  they 
did  it  and  what  was  the  result  of  the  war? 

PUPIL'S  LARGE  AIM  :  To  know  what  angered  these  goddesses ;  how 
this  caused  war  and  the  results  of  the  war. 

If  this  is  our  topic  what  should  be  our  next  problem? 

PROBLEM  I :     To  find  how  the  gods  and  goddesses  were  angered. 

PROCEDURE. 

The  trouble  began  at  the  wedding  of  King  Peleus,  who  was  a  friend 
of  many  of  the  gods  and  goddesses,  and  a  nymph  named  Thetis.  If  King 
Peleus  were  a  friend  of  the  gods  and  goddesses  who  would  be  invited  to 
the  wedding.  The  gods  and  goddesses. 

There  was  one  goddess,  Eric,  who  was  known  as  the  goddess  of  strife, 
who  did  not  receive  an  invitation  to  the  wedding.  How  do  you  think  this 
made  her  feel?  Very  angry.  What  do  you  think  she  would  wish  to  do? 
Disturb  the  feast  after  the  wedding.  Yes,  she  determined  to  ruin  the  feast. 
Tell  story  of  the  throwing  of  the  golden  apple.  What  effect  did  the  throw- 
ing of  the  apple  have?  Claimed  everyone's  attention.  Why?  All  were 
anxious  to  see  who  would  claim  it.  Who  do  you  think  would  claim  the 
apple?  All  the  most  beautiful  goddesses.  Yes,  there  were  three  who 
claimed  it.  Athene,  goddess  of  wisdom;  Aphrodite,  goddess  of  love;  and 
Hera,  queen  of  heaven  and  King  Zeus'  wife.  Neither  would  yield.  Who 
should  decide  this  question?  Father  Zeus  should  decide.  But  he  was  not 
willing  to  decide  which  was  the  most  beautiful.  Why?  He  might  anger 
his  wife,  Hera.  If  he  did  not  wish  to  decide  what  might  he  do?  Get  some- 
one to  decide  for  him.  That  is  just  what  he  did.  Tell  story  of  sending 
the  three  goddesses  to  Paris.  Should  you  like  to  know  who  Paris  was? 
Tell  story  of  Paris — his  parents — the  prophecy — the  result. 

Paris  was  such  a  cunning  baby  that  the  servant  fell  in  love  with  him 
on  his  way  to  the  mountain.     What  effect  would  this  have  upon  the  ser- 
vant?    He  could  not  kill  Paris.     No,  but  what  might  he  do?     Leave  him  on 
the   mountain.     What   kind   of    people    live    in   mountains?     Kind-hearted 
shepherds  live  in  mountains.     One  of  these  shepherds  carried  Paris  home- 
What  kind  of  a  life  would  he  lead?     Very  simple  life,  tend  the  sheep  of  tV" 
shepherd.     He  grew  to  be  the  handsomest  man  in  the  world  and  a  judge 
beauty.     When  the  goddesses   came  to   Mt.   Ida  where   Paris  lived, 
would  you  expect  them  to  find  him  doing?     Watching  the  sheep. 


2  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

do  you  think  each  one  of  the  goddesses  would  try  to  influence  Paris  to  decide 
in  her  favor?  Promise  him  some  gift.  Yes,  they  each  did.  Athene  prom- 
ised him  great  glory  and  renown  as  a  soldier.  Hera  promised  him  all  the 
riches  he  could  wish,  and  that  he  might  be  king  of  Asia.  But  Aphrodite 
promised  if  he  decided  in  her  favor  he  should  have  the  most  beautiful 
woman  in  the  world  for  his  wife.  He  decided  in  favor  of  Aphrodite.  How 
did  this  make  Minerva  arid  Juno  feel?  Very  angry.  Aphrodite  told  Paris 
who  he  was.  What  would  he  want  to  do?  Go  to  see  his  home  in  Troy 
and  to  find  his  father.  Was  King  Priam  glad  ?  Yes,  but  also  sad  ;  he  would 
now  think  the  prophecy  false.  After  his  visit  to  his  friends,  what  would 
Paris  wish  to  know?  Who  was  the  most  beautiful  woman,  and  where  she 
was.  Aphrodite  told  him  that  she  was  Helen,  the  wife  of  Menelaus,  Kin^r 
of  Sparta,  and  that  he  was  going  to  Menelaus'  kingdom  and  take  her  by 
force  if  necessary. 

What  will  be  our  problem  for  next  lesson? 
PROBLEM  II:    Did  Paris  find  Helen,  and  how  did  he  gain  her  for  his  wife0 

Let  us  make  our  outline  for  this  lesson. 

THE  TROJAN  WAR. 
I.  Causes, 
i.     Remote. 

a.  The  quarrel  of  the  goddesses. 

b.  Visit  to  Paris. 
Promise  of  each  godde>>. 

Paris'  decision  in  favor  of  Aphrodite. 
Return  from  pupils : 

1.  Moulding  of  apple  from  clay. 

2.  Written  or  oral  stories. 

Throwing  of  the  apple. 
Visit  to  Mt.  Ida. 

3.  Dramatization — Correlation  with  language. 
Throwing  of  apple. 

Visit  of  three  goddesses  to  Mt.  Ida. 

Lesson  II. 

PROBLEM    II.     Did    Paris   find   Helen,   and   how   did   he  gain    her   for 
his  wife? 

PROCEDURE 

\Vhat  did  Aphrodite  tell  Paris  about  the  beautiful  woman  whom  he  was 

seel  5£?    That  she  was  the  wife  of  Menelaus.  the  King  of  Sparta,  and  that 

her  by  force  if  necessary.     Who  was  to  help  him?     Aphro- 

i\ould  be  the  best  time  to  attempt  to  steal  anything?     When 

.ay.    That  is  what  Paris  did.    He  waited  um'il  he  knew  that 

,\vay  from  home,  and  with  Aphrodite's  help,  disguised  him- 

is.     Aphrodite  then  blinded  Helen,  and  Paris  persuaded  her 

with  him.     When  Menelaus  came  home,  how  did  he  feel? 

What  would   he  decide  to  do?     Go  after  Paris  and   bring 

Tell  story  of  promise  made  by  the  princes  to  Helen's  father 

xkling   to   Menelaus.      Ulysses   had' exacted    that    promise). 

horn  \       Id  Menelaus  then  go  for  aid.     To  these  princes.     In  a  short 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  3 

time  a  great  army  was  gathered,  1186  ships  and  100,000  men.  Agamem- 
non, who  was  Menelaus'  brother,  was  made  chief  of  all  the  armies.  The 
three  greatest  leaders  were  Achilles  the  bravest,  Ulysses  the  most  cunning, 
and  Nestor  the  oldest  and  wisest.  How  would  they  get  from  Sparta  to 
Troy.  By  water.  Use  map.  What  would  be  our  next  problem? 

PROBLEM  :  To  follow  them  to  Troy  and  to  see  what  happened  when 
they  reached  there. 

Let  us  make  our  outline. 

2.   Immediate. 

a.  Stealing  of  Helen  by  Paris. 

b.  Anger  of  Menelaus.     Gathering  of  vast  army. 
Returns  from  pupils : 

1.  Drawing  of  ship-galley. 

2.  Written  or  oral  stories. 
Stealing  of  Helen. 
Causes  of  Trojan  War. 

Lesson  III. 
PROBLEM  III.     To  follow  the  Spartans  to  Troy,  and  to  find  out  what 

happened  when  they  reached  there. 

• 
PROCEDURE. 

What  dangers  might  the  ships  encounter  on  their  way  to  Troy  ? 

Storms,  pirates.  They  had  a  very  stormy  voyage,  but  finally  they 
reached  Troy  and  encamped  about  the  city.  Why  did  they  not  march  right 
into  the  city?  City  surrounded  by  a  high,  square  wall.  For  ten  years 
they  carried  on  the  war,  the  Greeks  sometimes  winning,  and  some- 
times the  Trojans.  One  day  part  of  the  Greek  army  went  to  the  city 
of  Chryse,  sacked  it,  and  brought  back  rich  spoils  and  many  prisoners. 
Among  these  prisoners  were  Chryseis,  daughter  of  the  old  priest  of  the 
Temple  of  Apollo,  and  Briseis,  her  maid.  Chryseis  was  given  to  Agamem- 
non as  his  slave,  and  Briseis  to  Achilles  as  his  slave.  What  effect  would 
the  stealing  of  Chryseis  have  upon  the  priest  of  Apollo?  Make  him  very 
sad  and  angry.  Read  story  of  offer  to  pay  ransom  by  the  priest. 

Soon  after  this  a  great  misfortune  befell  the  Grecian  army.  For  nine 
days  men  kept  dying.  No  one  could  tell  the  cause.  What  would  they  do 
to  find  out  the  cause.  Ask  the  gods.  Achilles  called  the  chiefs  and  urged 
them  to  consult  the  gods  to  see  which  one  was  angry.  The  gods  told  them 
it  was  because  of  Chryseis'  captivity.  What  would  they  decide  t°  do? 
Send  back  Chryseis.  What  would  Agamemnon  then  want  since  he  was 
leader  of  the  army?  Agamemnon  would  want  Briseis.  How  would  Achil- 
les feel  about  this?  Very  sulky  and  angry.  He  sat  sulking  in  his  tent, 
and  declared  he  would  never  lift  his  hand  to  help  defend  the  Greeks.  What 
should  be  our  problem  next  time? 

PROBLEM  :  To  find  what  effect  Achilles'  sulking  had  upon  the  Grecian 
army. 

Let  us  make  an  outline. 
II.     The  War. 

1.  Preparations  of  Greeks. 

a.  Calling  together  of  vast  army. 


4  LESSON     PLANS    IX    FOURTH    GRADE    HISTORY. 

2.  Voyage  to  Troy. 

3.  Greeks  encamped  about  the  city. 

a.  War  carried  on  for  ten  years. 

b.  Sacking  of  city  of  Chryse.     Chryseis  and  Briseis  prisoners. 

c.  Death  of  many  Greek  soldiers. 

d.  Result  of  conference  with  gods. 
RETURNS: 

1.  Drawing. 

Walls  of  Troy  as  border. 

2.  Written  or  oral  summaries. 

a.  Preparation  of  Greeks. 

b.  Attack  upon  Chryse. 

c.  Taking  of  Briseis  from  Achilla. 

3.  Dramatization. 

a.  Attack  upon  Chryse.     Carrying  off  of  Chryseis  and  I'.ri- 

b.  Taking  of  Briseis  from  Achilles. 

Lesson  IV. 

PROHLKM  IV.  To  find  what  effect  Achilles'  .-ulking  had  upon  the 
Grecian  army.  , 

PROCEDURE. 

Why  was  Achilles  sulking  and  angry?  Hi.-  slave  Briseis  had  been 
given  to  Agamemnon.  \Yho  was  Achilles?  The  bravest  of  all  the  Greeks. 
Without  their  brave  leader  what  would  happen?  The  Greeks  would  l< 
The  Trojans  won  victory  after  victory.  Their  most  important  leaders 
were  Paris,  Hector.  Paris'  brother,  and  King  Priam,  his  father.  H\> 
was  the  hero  of  the  Trojans,  as  Achilles  was  of  the  Greeks.  Do  you  think 
the  Greeks  were  willing  to  have  the  Trojans  always  winning?  Xo.  they 
would  be  troubled.  (  )f  what  were  they  in  need?  A  brave  leader.  Pa- 
troclus,  one  of  the  dearest  friends  of  Achilles,  was  very  much  ashamed 
of  the  constant  defeat  of  the  Greeks.  He  begged  Achilles  to  lend  him  his 
beautiful  armor  that  he  might  lead  the  Greeks  to  victory,  but  Achilles' 
armor  did  not  give  Achilles'  strength,  and  Patroclus  was  killed  by  Hector. 
How  do  you  think  Achilles  felt  when  he  heard  of  Patroclu>'  death?  Very 
much  ashamed  of  himself  and  very  sorrowful. 

It  aroused  him,  and  he  declared  he  would  fight  to  avenge  his  friend's 
death.  Again  he  led  the  Greeks  to  victory.  All  this  time  the  Trojans  were 
within  the  walls  of  Troy.  Hector  seeing  their  continued  defeat  ventured 
out  of  the  city  to  try  to  help  his  people.  He  was  met  by  Achilles  and  killed 
with  a  spear.  Some  of  the  Greeks  wanted  to  give  up  and  go  home,  but 
Ulysses  and  the  other  leaders  would  not  hear  of  it.  so  the  war  continued. 
There  were  many  battles,  in  one  of  which  Achilles  was  killed  by  an  arrow 
shot  by  Paris.  Soon  after  this  Paris  met  his  death  by  a  poisoned  arrow 
shot  by  a  leper. 

Kven  though  some  of  the  bravest  of  the  leaders  were  killed,  the  Greeks 
were  not  willing  to  give  up.  Ulysses  planned  a  cunning  trick  on  the  Tro- 
jans by  which  he  felt  he  could  enter  the  city.  What  would  be  our  problem 
for  next  time? 

I'ROKI.KM  :     To  learn  the  trick  played  by  Ulysses  ui-on  the  Trojans. 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

Let  us  make  our  outline. 

4.  Quarrel  between  Agamemnon  and  Achilles. 
Briseis  taken  from  Achilles. 

5.  Greek  leaders  killed. 

Patroclus  while  fighting  in  Achilles'  place.  Killed  by  Hector  with 
spear.  Achilles  killed  by  Paris  with  arrow.  Paris  killed  by  leper 
with  poisoned  arrow. 

6.  Trojan  leaders  killed. 
Hector  killed  by  Achilles. 

Returns  from  pupil : 

Drawing — spears  and  arrows. 
Written  and  oral  summaries. 
Death  of  Patroclus. 
Death  of  Hector. 
Dramatization. 

Quarrel  between  Agamemnon  and  Achilles. 

Lesson  V. 
PROBLEM  V:     To  learn  the  trick  played  by  Ulysses  upon  the  Trojans. 

PROCEDURE. 

What  was  the  one  great  aim  of  the  Greeks?  To  get  into  the  city  of 
Troy  and  take  Helen.  What  kept  them  out?  The  high  wall.  How  long 
had  they  been  at  Troy.  About  ten  years.  How  had  they  tried  to  capture 
the  city?  Through  war.  Why  had  they  not  been  successful?  The  Tro- 
jans remained  within  the  city. 

Now  Ulysses  decided  to  try  a  trick.  Tell  story  of  the  building  of  the. 
"Wooden  Horse,"  of  burning  the  camps  and  the  sailing  away  of  the  vessels. 
During  all  the  war  the  Trojans  did  not  believe  they  would  lose  Troy 
because  it  was  protected  by  an  image  of  the  goddess  Athene.  The  Greeks 
knew  of  this  image,  and  sent  word  that  the  horse  was  a  gift  to  the  gods  by 
them  to  insure  them  a  safe  journey  home.  How  did  the  Trojans  feel 
when  they  saw  the  Greek  boats  leaving?  The  Trojans  were  very  happy  to 
see  the  Greek  boats  sail  away,  feeling  sure  that  now  they  were  free  to  come 
out  of  the  city.  Why? 

They  came  out  to  gaze  at  the  great  wooden  horse.  While  there  a 
Greek  came  up  and  told  them  a  pitiful  tale  of  how  he  had  been  left  by  the 
Greeks.  The  Trojans  were  sorry  for  him  and  took  him  into  the  city  with 
them.  They  then  broke  down  the  walls,  and  with  great  difficulty  wheeled  the 
great  horse  into  the  city.  The  soldiers  left  their  guard,  and  after  feasting 
and  having  a  jolly  time,  they  all  fell  fast  asleep.  The  Greeks  came  sailing 
back  in  their  ships  and  crept  up  to  the  walls  of  Troy.  What  should  be 
our  problem  for  next  time  ? 

PROBLEM  :     The  result  of  Ulysses'  trick  in  getting  the  Greeks  into  Troy. 

Let  us  make  an  outline. 

7.  Ulysses'  Trick. 

1.  Great  wooden  horse  built. 

2.  Greek  soldiers  hidden  within  it. 

3.  Message  sent  Trojans. 

4.  Departure  of  Greek  fleet. 


6  LESSON    PLANS    IN   FOURTH    GRADE   HISTORY. 

5.  Story  told  by  Greek. 

6.  Wooden  horse  taken  into  city. 

7.  Return  of  Greek  fleet. 
Returns  from  pupil : 

1.  Industrial  Arts. 

Wooden  horse  made  if  possible. 

Spear  and  breastplate  made  of  wood  or  paper. 

Bows  and  arrows  made. 

2.  Dramatization. 

Planning  of  wooden  horse. 
Message  sent  to  Trojans. 

3.  Oral  or  written  summaries. 

Archilles'  plans. 
Building  of  horse. 

Lesson  VI. 

PROBLEM  VI:  To  learn  the  result  of  Ulysses'  trick  in  getting  the 
Greeks  into  Troy. 

PROCEDURE. 

Where  did  we  leave  the  Greek  soldiers?  Some  in  the  wooden  horse. 
Some  outside  the  walls  of  Troy.  Where  were  the  Trojans?  Asleep  after 
feasting. 

The  soldiers  in  the  wooden  horse  opened  a  door  in  his  great  body  and 
came  out.  They  killed  the  sleeping  guard,  and  then  opened  the  gates  to 
the  city.  The  Greeks  soon  destroyed  Troy,  only  a  few  of  the  Trojans 
escaping.  How  long  had  the  war  been  going  on  ?  About  ten  years.  What 
were  the  causes  of  this  war?  The  quarrel  of  the  goddesses  and  the  cap- 
tivity of  Helen.  What  should  you  like  to  know  about  Helen?  If  she  were 
killed.  No,  she  was  freed,  and  went  back  to  Greece  with  her  husband, 
Menelaus,  where  they  lived  in  happiness.  Let  us  make  our  outline. 
8.  Attack  upon  Trojans. 

a.  Greek  soldiers  within  city. 

b.  Greek  soldiers  outside  walls. 

c.  Guards  slain. 
III.     Results: 

Troy  captured. 

Helen  freed.     Taken  back  to  Greece  with  Menelaus. 
Returns  from  pupils. 

Written  or  oral  summary. 
The  attack. 
Result  of  attack. 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  7 

ULYSSES. 

MODE  OF  ATTACK  :  Name  the  greatest  of  the  Greek  leaders  in  the 
Trojan  War.  Menelaus,  Achilles,  Agamemnon,  Ulysses  and  Nestor.  Who 
was  the  most  cunning  of  these  leaders?  Ulysses.  Why  do  you  call  him 
most  cunning?  He  made  the  princes  promise  that  they  would  support  the 
husband  of  Helen.  He  planned  the  wooden  horse.  Do  you  think  that 
the  performance  of  these  two  crafty  acts  would  have  caused  him  to  be  known 
as  the  most  cunning  leader?  No.  What  should  you  like  to  know  about 
Ulysses  ? 

PROBLEM  :  •  To  learn  how  Ulysses  came  to  be  called  the  most  cunning 
of  the  Greek  leaders  ? 

METHOD  OF  PROCEDURE:  What  promise  was  given  Helen's  father 
before  her  wedding  to  Menelaus?  That  all  the  princes  would  aid  Menelaus 
in  time  of  trouble.  Who  was  the  man  who  caused  this  promise  to  be  given? 
Ulysses.  He  was  not  interested  in  Helen  because  he  wished  to  marry  her 
cousin  Penelope.  Now  can  you  see  why  he  caused  this  promise  to  be  given. 
Tell  full  story  (Chapter  I.  Story  of  Ulysses — Agnes  Cook.)  Ulysses  and 
Penelope  had  been  married  only  a  short  time  when  Helen  was  stolen  from 
her  home  in  Sparta  by  Paris  and  war  was  declared.  Do  you  think  Ulysses 
would  be  anxious  to  leave  his  home  and  baby  to  go  to  war?  Would  he 
want  to  say  "no  he  did  not  wish  to  go?''  Why?  What  might  he  do?  Make 
believe  he  was  sick.  Would  you  like  to  know  what  he  really  did?  Tell 
story  of  plowing  seashore.  When  the  soldiers  discovered  that  he  was  not 
crazy,  what  did  he  decide  to  do?  To  go  to  Troy.  When  he  reached  the 
place  where  the  soldiers  were  ready  to  start,  he  was  marked  for  his  soldierly 
frame  and  sturdy  bearing  and  for  the  respect  that  every  warrior  paid  to  his 
advice.  Tell  what  they  did  when  they  reached  Troy.  How  many  times  did 
they  try  to  enter  the  city?  Why  so  long?  How  did  they  finally  get  into  the 
city?  Tell  about  the  wooden  horse.  The  result.  What  did  the  Greeks  do 
with  the  riches  they  gained  in  the  ruined  city?  Prepared  to  take  them  home. 
It  took  them  three  days  and  nights  to  get  aboard  the  ships  with  all  their 
possessions.  Ulysses  and  his  men  were  the  last  to  leave  Troy.  Let  us  give 
the  reasons  why  he  was  considered  cunning.  What  should  we  learn  next 
time?  Something  of  Ulysses'  adventures  on  his  way  home. 

1.  Wedding   with  Penelope. 

I2  Aid  given  Helen's  husband. 

22  Aid  given  by  Helen's  father  to  Ulysses. 

2.  The  call  to  aid  Menelaus. 

I2  Helen  of  Sparta  taken  to  Troy. 
22  Menelaus'  call  for  aid. 
32  Ulysses'  unwillingness  to  go. 
42  His  scheme  to  keep  from  going. 
52  Failure  of  scheme. 

3.  Ulysses  in  Troy. 

I2  City  attacked  for  ten  years. 

22  Taking  of  qity  by  means  of  "Wooden  Horse." 


8  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

3-  Plunder  of  city. 

42  Preparations  for  return  to  Sparta. 

Lesson  II. 

PUPIL'S  AIM:     To  learn  something  of  Ulysses'  adventures  on  his  way 
home  from  Troy. 

METHOD  OF  PROCEDURE  :  Who  were  the  last  to  leave  Troy  ?  Ulysses' 
men  filled  twenty  boats.  In  what  sort  of  ships  were  they?  \Yhat  dangers 
are  ships  apt  to  encounter?  \Yhat  do  storms  sometimes  do  to  ships  besides 
wreck  them?  Read  about  sacking  of  island  of  Cicons  and  fight  which 
ensued,  p.  30,  "Story  of  Ulysses."  Driven  from  the  island  to  their  boat- 
they  were  again  at  the  mercy  of  the  wind  and  waves,  but  after  many  days 
the  sun  came  out.  They  then  saw  land  ahead  of  them.  \Yhat  do  you  think 
they  then  would  wish  to  do?  To  land  and  explore  the  i.-land.  Read  p.  31, 
"Story  of  Ulysses,"  to  learn  what  the  ('.reek-  found  upon  the  inland  while 
Ulysses  watched  the  boats  in  the  harbor.  Read  p.  32  to  learn  how  L"l\ 
compelled  them  to  leave  this  "Island  of  Forget  fulness."  \Yhat  would  he 
wish  to  do  as  soon  as  he  had  gotten  the  men  on  board  of  the  ship?  Leave 
the  island.  This  is  what  he  did  and  after  sailing  for  many  days  they  saw  a 
beautiful  country  with  wooded  hills  and  dewy  meadows.  It  looked  so  invit- 
ing that  they  decided  to  go  ashore.  They  climbed  up  a  hill  until  they  came 
to  a  cave  which  they  decided  to  enter.  A-  I  read,  listen  carefully  >o  that 
you  may  be  able  to  tell  me  to  whom  this  cave  belonged;  what  they  found 
within  the  cave,  and  of  the  difficulty  they  had  in  getting  away.  (  Pp.  33-37, 
"Story  of  U!ys>es>,  read  by  teacher.  Reproduced  by  pupil-.  Let  us  fr. 
an  outline  of  Ulysses'  adventures  to  this  point. 

4.  Adventures  during  return  voyage. 

1-  Land  of  Cicons  sacked  by  ( Greeks. 

2-  Lotus  flowers  eaten  on  "Island  of  Forget  fulne--"  by  ('.reek-. 

3-  Prisoners  in  cave  in  country  of  Polyphemu-. 
ASSIC.NMI-NT   I-OK   LKSSDX    III;      Since   the    wind   drove   the   boa: - 

Ulysses  so  often  from  their  course,  he  could  not  carry  out  definite  plan 
his  trip  to  Sparta,  hence  he  met  with  many  adventure-.  In  order  that  we 
may  learn  of  some  of  these  adventures,  we  will  divide  our  cla<-  into  four 
groups.  The  first  group  may  be  prepared  to  report  upon  Ulysses1  adventure 
with  the  bag  of  winds.  How  he  secured  it  and  how  it  got  away  from  him. 
The  second  group  may  report  upon  Uly>se>'  adventure-  in  the  land  of  Circe. 
How  he  met  Circe  and  the  difficulty  he  encountered  in  getting  his  nien  away 
from  the  land  of  Circe.  The  third  group  may  report  upon  I  Flysses'  encounter 
with  the  Sirens.  How  the  Sirens  enticed  him  to  their  land,  and  his  difficulty 
in  getting  away.  The  fourth  group  may  report  upon  I'h  <-e-'  adventures  in 
the  Sun  God's  Land.  The  fate  of  his  men  and  how  L'ly-ses  escaped  with 
his  life. 

Lesson  III. 

Recitation  upon  assigned  topics.    Outline  made  at  the  end  of  di->  n 
of  each  topic. 

4-  Trouble  brought  by  tampering  with  the  Bag  of  Winds. 
51'  C.  recks  turned  into  swine  by  Circe. 

6J  Enchantment  of  Ulysses  by  Sirens. 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

7-  Punishment  of  Ulysses  and  his  men  by  the  Sun  God. 
I3  Ulysses  left  to  continue  journey  alone. 

ASSIGNMENT:  It  looked  as  if  Ulysses  would  surely  be  drowned  while 
clinging  to  the  poor  remnant  of  -his  boat,  but  such  was  not  the  case  for  he 
was  tossed  by  the  huge  waves  upon  the  shore  of  the  island  owned  by 
Calypso.  John  may  be  prepared  to  tell  us  at  our  next  lesson  how  Calypso 
tried  to  keep  Ulysses  from  learning  her  land  and  Walter  may  tell  how 
Calypso  was  hindered  in  carrying  out  her  plan.  Sarah  may  tell  us  who 
aided  him  after  his  rescue  and  Alice  may  select  a  group  of  four  people  who 
will  be  prepared  to  tell  us  about  Ulysses'  adventures  at  the  King's  Palace, 
which  was  Nausicaa's  home.  Alice  will  select  topics  and  assign  them  to 
members  of  her  group. 

Lesson  IV. 

Reports  given  upon  assigned  topics.  Outline  made  by  teacher  and 
pupils  at  end  of  discussion  of  each  topic.  Teacher's  work  will  be  to  guide 
pupils  in  logical  thinking  by  suggestions  or  questions.  Pupils  should  be 
encouraged  to  make  outline  from  which  to  give  report. 

John  will  tell  us  how  Calypso  tried  to  keep  Ulysses  from  leaving  her 
land.  At  end  of  John's  discussion  simple  outline  should  be  placed  upon 
board.  Encourage  pupils  to  ask  questions  which  John  may  be  expected  to 
answer. 

Each  pupil's  report  will  be  treated  in  the  same  manner  until  Alice's 
group  is  reached.  Alice  will  place  her  outline  to  topics  upon  the  board  and 
have  pupils  report  upon  those  topics.  Pupils  should  be  privileged  to  ask 
questions  at  any  time. 

Topics  selected  by  Alice : 

Ulysses  at  King's  Palace. 

1.  How  Ulysses  was  received  by  the  King  and  the  Queen. 

2.  The  story  of  his  mantle. 

3.  The  feast  prepared  in  honor  of  Ulysses. 

12  Alysses  challenged  by  Laodamas  during  games. 

(Two  pupils  give  this  in  form  of  dialogue.)  Impromptu 
third  child  give  result. 

4.  Honor  paid  Ulysses  by  Demodocus. 

Outline  made  by  teacher  and  pupils  to  be  placed  in  pupils'  note  books. 
82  Drifted  by  tide  upon  Calypso's  island. 

13  Enchantment  placed  upon  him  by  Calypso. 
23  Enchantment  broken  by  Minerva. 

92  Drifted  into  Phaeacia  upon  raft  made  by  Calypso. 
I3   Nourishment  and  clothes  given  by  Nausicaa. 
102  Ulysses  at  King's  Palace. 

I3  Reception  by  king  and  queen. 

23  Feast  given  in  his  honor. 

33  Honor  paid  Ulysses  by  Demodocus. 

I4  Challenge  by  Laodamas. 

24  Winning  of  games  by  Ulysses. 

34  .Story  of  adventures  told  by  Ulysses. 

44  Promise  of  King  to  aid  Ulysses  to  reach  Ithaca. 


10  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

Why  was  Ulysses  so  anxious  to  escape  going  to  Troy?  Did  not  wish 
to  leave  his  wife  and  baby.  While  telling  the  story  of  his  life  to  the  king 
and  the  queen,  of  what  would  he  be  thinking?  Of  this  baby  boy  who  must 
now  be  quite  a  young  man.  What  would  you  like  to  know  about  this  son 
of  Ulysses?  His  name  and  something  of  his  life  during  his  father's 
absence.  While  Ulysses  is  preparing  for  his  journey  to  Ithaca,  let  us  learn 
something  of  what  happened  there  during  his  absence. 

Lesson  V. 

PROBLEM:    To  learn  what  happened  in  Ithaca  during  t'lysses'  absence. 

METHOD  OF  PROCKIU-RK:  Why  did  t'lys-es  leave  Ithaca?  To  aid  in 
war  at  Troy  because  of  promise  to  Menelaus.  I  low  long  did  war  last? 
Ten  years.  It  has  now  been  ten  years  since  he  left  Tro\.  How  old  would 
his  little  son  Telemachus  be?  About  twenty  years  of  age.  In  all  this  time, 
no  word  had  come  from  Ulysses.  What  might  they  fear  had  happened  to 
him?  That  he  had  been  lost  at  sea.  Because  of  this  belief,  the  chiefs  and 
lords  of  Ithaca  who  admired  Penelope  for  her  beauty  sought  to  win  her 
for  a  wife.  Penelope  still  hoped  that  Ulysses  would  return  to  his  home 
so  she  refused  each  one.  In  their  determination  to  win  her  they  began  to 
sack  her  land,  hoping  to  frighten  her  into  submission.  Penelope,  who  \\-as 
noted  for  her  beautiful  weaving  at  last  fell  upon  a  plan  to  keep  them  from 
annoying  her.  Having  set  up  her  loom,  she  said  that  she  would  give  her 
answer  to  them  when  the  robe  was  finished.  Kach  day  she  spun  and  each 
night  she  undid  part  of  what  -he  had  done  during  the  day.  As  she  worked 
at  this  weaving  she  grew  very  pale  and  sad.  What  effect  would  this  have 
upon  Telemachus?  Make  him  feel  very  sad  and  wish  for  his  father's 
return. 

Legends  tell  us  that  one  day  as  Telemachus  sat  watching  these  men 
who  had  taken  possession  of  his  land,  a  stranger  dressed  as  a  warrior 
appeared  in  the  hall.  This  warrior  was  Mentor  who  advised  Telemachus  to 
ask  the  gods  to  him  send  the  suitors  from  his  palace  and  also  to  help  him 
go  in  search  for  his  father.  This  Telemachus  promised  to  do  and  early  the 
next  morning  called  the  chiefs  and  lords  to  council.  I  will  read  from  the 
Odyssey,  an  account  of  this  meeting. 

Because  these  men  would  promise  him  nothing,  he  was  very  sad  and 
went  off  alone  to  the  shore  where  he  was  met  by  Mentor  who  helped  him 
prepare  to  go  in  search  of  his  father.  When  all  was  ready,  Ulysses  stole 
quietly  to  the  castle  and  bidding  his  old  nurse  goodbye  took  his  supplies 
and  started  on  his  journey.  Mentor  going  with  him.  At  sunrise  they  readied 
land  and  upon  going  on  shore  were  welcomed  by  the  rulers  of  the  country. 
These  rulers  could  give  no  news  of  Ulysses  hence  Mentor  changing  herself 
into  a  sea-eagle  flew  off  in  search  of  him.  At  our  next  lesson  we  will  learn 
if  she  found  him. 

5.  Changes  in  Ithaca  during  absence  of  Ulysses. 

1-  Relief  of  men  that  Ulysses  had  been  lost  at  sea. 

2-  Lords  and  chiefs  eager  to  win  Penelope. 

3-  Penelope's  belief  that  Ulysses  would  return. 
42  Land  sacked  by  lords  and  chiefs. 

5-  Aid  given  Telemachus  by  Mentor. 


LESSON    PLANS    IN    FOURTH    GRADE;    HISTORY.  11 

Lesson  VI. 

PROBLEM  :  To  learn  if  Mentor  aided  Ulysses  in  regaining  his  kingdom. 
MODE  OF  PROCEDURE  :  Mentor  leaving  Telemachus  and  disguised  as  an 
eagle  flew  on  and  on  until  she  found  Ulysses  who  was  really  near  Ithaca, 
but  because  of  dense  fog  did  not  know  it,  hence  was  very  sad.  When 
Mentor  cleared  the  fog,  Ulysses  discovered  that  he  was  near  his  own  land. 
Mentor  explained  to  Ulysses  just  how  matters  stood  in  his  kingdom.  Then 
changing  him  into  an  old  man  she  sent  him  to  a  faithful  old  swineherd  to 
hear  the  whole  story  while  she  went  to  bring  Telemachus  home.  Returning 
with  him  she  met  Ulysses  at  the  swineherd's  hut.  The  swineherd  recogniz- 
ing his  young  master  spread  refreshments  before  him,  the  three  men  eating 
together.  All  during  the  meal,  Ulysses  gazed  with  pride  upon  his  noble  son. 
At  the  close  of  the  meal,  Telemachus  sent  the  swineherd  to  Penelope  with 
news  of  his  safe  return.  During  the  swineherd's  absence,  Mentor  while 
invisible  to  Telemachus  changed  Ulysses  into  a  strong  man  again.  When 
Telemachus  saw  him  in  this  guise,  he  thought  he  was  a  god,  but  Ulysses 
making  himself  known  to  him  told  him  he  was  his  father. 

Knowing  of  the  great  task  which  lay  before  Ulysses,  Mentor  again 
changed  him  into  the  old  beggar,  who  with  Telemachus  and  the  swineherd, 
met  the  men  who  had  taken  possession  of  the  kingdom.  In  the  fierce  battle 
which  ensued,  Ulysses  and  his  helpers  were  victorious. 

After  the  battle,  Ulysses  was  changed  again  into  his  former  self  and 
was  recognized  by  Penelope.  Can  you  imagine  the  joy  of  the  reunion  and 
the  happiness  which  followed? 

6.  Return  of  Ulysses  to  Ithaca. 

I2  Aid  given  by  Mentor  to  Ulysses. 
I3  Raising  of  fog 

23  Uniting  Telemachus  and  Ulysses. 
3:5  Help  during  fight  with  chiefs. 
43  Uniting  Penelope  and  Ulysses. 

REFERENCES:  Story  of  Ulysses — Agnes  Spofford  Cook.  Pub.  Sch. 
Pub.  Co.,  Bloomington,  111.  Stories  from  the  Odyssey — Teanie  Lang.  E. 
P.  Button  &  Co.,  New  York. 

Stumbling  Upon  a  Continent 

VIKINGS. 

INTRODUCTION:  Where  do  you  live?  Tell  us  something  about  the 
house  in  which  you  live.  Who  would  like  to  tell  something  about  an 
important  building  in  his  community?  An  old  resident.  An  important 
building  in  your  community,  county  or  state? 

Before  all  of  the  people  came  to  this  country  who  lived  here?  Indians 
and  Pioneers.  Let  us  compare  our  country  as  it  is  now  with  our  country 
in  those  early  days.  In  order  to  do  this,  we  will  divide  our  class  into  two 
groups,  Indians  and  Pioneers,  who  will  report  to  the  class  about  our  country 
in  their  time.  (Review  of  third  grade  work.)  Who  should  report  first? 
Indians.  \Vhy?  Lived  here  before  Pioneers.  Let  us  list  the  topics  upon 
which  these  two  groups  will  report. 


12  IJ'SSnX    1'I.AXS    IX    FOrRTII    r.KADl-     HISTORY. 

Indians   and   Pioneers. 

1.  Home — description  of  country. 

2.  Food. 

,   3.  Shelter. 

4.  Clothing. 

5.  Transportation. 

6.  Social  life. 

Where  will  you  get  material  for  your  report?  Books,  pictures,  informa- 
tion gained  from  last  year's  work. 

Each  group  may  select  a  captain  who  will  distribute  the  pictures  and 
books  lying  on  the  table  in  you;  >m,  and  assign  to  each  memher 

of  his  company  the  topic  upon  which  he  is  to  report. 

Lesson  II. 

Of  what  is  our  history  lesson  to  consist  today?  <  »f  a  report  from  the 
committee  on  Indian  life  in  our  country.  The  captain  of  this  company  may 
take  charge  of  the  lesson,  and  may  have  his  committees  report. 

Captain:  The  group  that  is  to  describe  the  condition  of  the  country  it 
the  time  the  Indians  lived  here  may  report  now. 

At  the  time,  the  Indians  lived  here,  part  of  this  country  was  a  vast 
wilderness  and  part  was  a  great  prairie.  No  railroad-  or  electric  cars  were 
seen.  On  the  rivers  only  the  canoes  of  the  Indian-  darted  here  and  there. 
Of  course,  there  were  neither  telephones  nor  automobiles.  Yon  would  have 
called  this  a  wild  country  indeed  and  are  perhaps  wondering  where  and  how 
these  people  obtained  their  food.  The  next  group  of  Indians  will  tell  you  this. 

Through  these  forests  roamed  many  wild  animals  and  in  the  trees 
lived  many  birds.  The  Indian  braves  learned  to  hunt  these  animals,  espe- 
cially to  the  deer  and  wild  turkey.  They  also  learned  to  catch  the  fish  that 
were  found  in  the  streams.  The  squaws  and  children  gathered  berries  and 
wild  fruits  in  the  forest.  Usually  they  had  plenty  to  eat  during  the  summer, 
but  at  times  during  the  winter,  they  suffered  because  they  could  not  find 
enough  food. 

The  deer  and  large  animals  that  were  killed  were  n-ed  for  many  pur- 
poses. The  next  two  groups  of  Indians  will  tell  us  what  was  done  with  the 
skins. 

We  have  brought  a  picture  of  an  Indian  village.  Here  you  may  see 
the  home  of  the  Indian,  his  wigwam,  as  he  calls  it.  The  squaw  made  this 
wigwam  out  of  the  skin  of  the  deer  killed  by  the  brave.  Perhaps  she. 
cut  the  poles  that  you  see  at  the  top  of  the  wigwam.  Kach  of  the  drawings 
that  you  see  on  the  wigwam  tells  a  story  of  some  brave  deed  performed  by 
some  Indian  brave. 

John,  who  owns  an  Indian  suit,  has  worn  it  this  morning,  and  will  tell  us 
how  the  Indians  get  their  new  suits. 

When  the  Indian  brave  brings  home  a  deer  the  squaw  skins  it  and  pre- 
pares the  skin  for  the  suit.  It  must  be  stretched,  then  hammered  and 
scraped  until  it  is  soft  and  smooth.  The  squaw  then  cuts  the  suit  with  a 
knife;  she  sews  it  with  the  sinews  of  the  deer.  Sometimes  she  trim<  the 
suit  with  beads  or  with  fringe.  Wt  would  not  like  this  suit  very  well,  but 
the  Indian  boy  was  very  proud  of  it 


LESSON  PLANS  IN  FOURTH  GRADE  HISTORY.  13 

We  are  to  tell  of  the  way  in  which  Indians  traveled.  We  have  brought 
"In  Field  and  Pasture,"  from  which  we  will  read  on  p  -  — .  I  think  that 
will  tell  us  what  we  want  to  know.  Fred  has  brought  a  canoe  made  of 
birch  bark  that  you  may  pass  around  while  we  read. 

The  last  group  is  to  tell  about  the  social  life  of  the  Indian.  They  have 
learned  some  of  the  Indian  games,  which  they  will  play  for  us.  Games 
played : 

Running  Races.  Ten  little  Indian  Boys.  Come,  Let's  Play  We're  In- 
dians. John  Brown's  Indians.  Shooting  With  Bow  and  Arrow.  Hunt- 
ing Games :  Imitating  Calls  of  Birds  and  Animals. 

Let  us  make  a  short  outline  to  place  in  our  history  notebook. 

I.     Our  Country. 

1.  At  the  present  time. 

1-  Many,  many  white  people  living  here. 

2-  Comfortable  homes  of  brick,  wood  or  stone. 
32  Many,  many  large  buildings. 

42  Electric  cars  and  telephones  in  use. 

52  Automobiles  and  electric  lights  common. 

2.  Long,  long  ago.     Only   Indians  roaming  in  the  forests  or  on 

the  plains.     Wigwams  made  of  skins  of  animals.     No  large 
buildings  or  factories.     No  mode  of  travel  except  pony  or 

canoe. 

In  the  third  grade  you  learned  of  some  white  people  who  traveled 
through  the  forests,  and  often  met  these  Indians.  Who  were  they?  The 
pioneers.  Long  before  these  pioneers  came  white  people  known  as  Vikings 
came  to  the  shores  of  America.  Try  to  find  out  at  home  who  these  people 
were,  and  from  what  country  they  came. 

Lesson  III. 

PROBLEM  i.  To  learn  who  the  Vikings  were,  and  from  what  country 
they  came. 

These  Vikings  were  brave  men  who  lived  in  Norway  (show  on  map 
or  globe).  We  want  to  learn  something  of  this  country.  In  what  ways 
may  we  learn  of  a  country  ?  Visit  it,  read  about  it,  or  have  someone  tell  us 
about  it.  In  which  way  would  you  really  like  to  lean*  about  it?  Visit  it. 

The  only  way  for  us  to  visit  Norway  will  be  to  go  there  on  an  imagi- 
nary journey.  What  must,  we  learn  first?  Where  Norway  is.  In  which 
direction  to  go.  (Locate  Baltimore  and  Norway  on  map  or  globe). 

From  our  knowledge  of  the  location  of  Norway  what  kind  of  clothing 
will  we  need  on  this  journey?  Heavy,  warm  clothing.  We  will  take  a 
train  to  New  York,  then  take  a  boat  to  Norway.  In  what  direction  will 
we  go.  Northeast.  Trace  journeys  until  North  Sea  is  reached.  Give  name 
of  this  body  of  water.  Land  at  Bergen.  Norway.  Discuss  fiords  and 
scenery ;  also  occupations  of  people,  stressing  the  fact  that  they  are  living 
peaceably  with  each  other. 

This  has  not  always  been  true  of  these  people,  for  in  the  early  days, 
when  the  Indians  were  roaming  through  America,  these  Vikings  were  con- 
stantly warring  upon  each  other.  The  country  was  divided  into  many  lit- 
tle kingdoms.  The  different  rulers  of  these  countries  were  each  jealous 


14  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

of  the  other's  riches.  It  was  no  uncommon  happening  for  one  of  these 
rulers  to  gather  together  some  of  his  brave  men,  and  unfurling  the  sails  of 
his  dragon  ships,  would  start  off  to  harry  the  enemies'  country.  If  his  band 
were  stronger  than  that  of  the  enemy,  he  would  leave  the  country  laden  with 
riches;  sometimes  with  the  ruler  as  a  captive,  to  be  made  a  slave  or  thrall. 
Let  us  read  from  Viking  Tales,  page  27,  a  story  that  an  old  man  in  Norway 
told  a  little  lad  of  how  he  went  harrying  a  neighboring  kingdom  at  one 
time,  and  of  what  happened  after  he  was  taken  captive  . 

Norway  at  the  present  time  has  only  one  king.  What  has  happened 
between  that  time  and  this?  These  little  kingdoms  have  been  united.  What 
would  we  like  to  know? 

PROBLEM  n.  Through  whose  efforts  these  kingdoms  were  united  into 
one  kingdom. 

OUTLINE. 
I.     Norway. 

1.  Trip  to  Norway. 

1-  Located  in  northern  part  of  Kurope. 

22  Northeast  from  United  State-. 

3-  Scenery  different  from  1'nited  State-. 

!•"•   Fiords  and  mountains  making  beautiful  scenery. 
23   Long  nights  and  short  days. 
42  Occupation  of  people. 

1  :  At  present  time  fishing,  lumbering  and   farming: 

living  peaceably. 
2-"1   In  days  of  long  ago  fanning  and  fishing  -  warring 

upon  one  another. 
Read  "Land  of  Midnight  Sun"  from  Field  and  I'a>ture. 

Lesson  IV. 

PROHI.KM    n.     To   learn   through    whose   effor  k:MMl,,m- 

united  into  one  kingdom. 

At  the  time  that  Norway  was  united  into  one  kingdom  records 
not  kept  as  they  are  today.  The  only  way  of  gaining  information  was  by 
means  of  stories.  Fathers  told  their  sons  of  the  brave  -Iceds  and  adventures 
of  the  Norse  people*  These  tales  were  told  over  and  over  until  everybody 
knew  and  loved  them.  Some  men  could  sing  and  play  the  harp.  This  made 
the  stories  all  the  more  interesting,  and  at  the  first  -ouml  of  the  harp  people 
would  run  in  all  directions  crying  out,  "The  Skald!  The  Skald!  A  -aga  !" 
They  well  knew  that  one  of  these  men  or  skalds  would  sing  a  story  or  saga 
of  some  Norse  hero.  One  of  the  brave  heroes  about  whom  many  saga- 
have  been  sung  and  stories  told  was  IJarald,  the  king,  through  whose  efforts 
Norway  was  united  into  one  kingdom.  What  should  we  like  to  know  first 
about  this  king?  His  early  life. 

One  of  these  old  stories  tells  us  that  Ilarald  was  the  son  of  King  Half- 
dan,  who  ruled  one  of  the  small  kingdoms  of  Norway.  Let  us  read  from 
Viking  Tales,  p.  315.  Harald's  birth  and  how  he  received  his  name.  When 
he  was  seven  months  old  he  cut  his  first  tooth.  As  was  the  custom,  he  was 
then  given  tooth  gifts  by  his  father.  On  page  19  we  will  read  of  these  tooth 
gifts,  What  was  the  most  important  gifts?  The  thrall.  This  thrall  was 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  15 

Harald's  constant  companion.  As  they  roamed  over  the  wild  country  to- 
gether Olaf  told  Haroldmarvelous  tales  of  the  brave  deeds  of  the  Norsemen. 
He  related  many  legends  of  th  works  of  th  goddess  and  gods.  What  was 
Olaf's  purpose  in  telling  Harald  these  stories  of  the  bravery  of  his  ances- 
tors? To  instill  ideas  of  bravery.  Let  us  read  pages  19-26  in  our  Viking 
Tales.  This  will  give  us  some  of  these  stories  of  brave  deeds.  On  page 
48  we  will  find  some  of  the  things  Harald  liked  to  dq. 

Olaf  told  Harald  stories  of  war  or  of  the  gods  until  he  could  in  his 
imagination  see  those  riding  among  the  storm  clouds  and  throwing  his  ham- 
mer until  he  knew  that  a  brave  man  has  many  wounds,  but  never  a. one  on 
his  back.  Many  nights  he  dreamed  that  he  himself  walked  into  Valhalla, 
and  that  all  the  heroes  stood  up  and  shouted,  "Welcome,  Harald  Halfdan- 
son !''  At  this  time  he  began  to  wish  for  a  sword  of  his  own.  He  went 
much  to  the  smithy,  where  he  watched  the  warriors  mend  their  helmets  and 
make  their  spears  and  swords  of  iron  and  bronze.  One  day  he  made  him- 
self a  spearhead,  into  which  he  beat  some  runes.  The  men  at  the  smithy 
opened  their  eyes  wide  and  looked  at  the  boy  when  they  saw  the  runes,  for 
few  Norsemen  could  read.  They  asked  Harald,,  "What  does  it  say?"  He 
replied,  "It  is  the  name  of  my  spear  point,  and  it  says,  "Foe's  fear." 

Read  on  page  49  and  50  how  he  secured  a  handle  for  his  sword,  and 
of  the  adventure  he  had  while  securing  it.  At  this  time,  when  Harald  was 
ten  years  of  age,  his  father  died.  Who  would  then  be  declared  king1?  Har- 
ald. What  should  be  our  problem  for  next  lesson?  What  kind  of  a  king 
Harald  proved  to  be. 

2.     Union  of  kingdoms  of  Norway. 
I2  Harald. 

I3  Early  life. 

I4  Son  of  King  Halfdan. 

24  Given  many  gifts  at  age  of  seven  months. 

34  Companionship  of  Olaf. 
I5  Many  stories  told. 

44  "Foes  Fear"  made. 

Lesson  V. 

PROBLEM  in.     To  learn  what  kind  of  a  king  Harald  proved  to  be. 

How  old  was  Harald  when  he  became  king?  Read  pages  53-61  to 
learn  of  the  funeral  customs  of  these  days.  King  Halfdan,  who  had  been  a 
mighty  warrior,  had  many  foes,  who  feared  him  while  he  lived.  What 
would  the  foes,  who  were  kings  of  the  other  little  kingdoms,  try  to  do  when 
they  learned  that  only  a  lad  was  now  king? 

Make  war  against  Harald's  kingdom  and  try  to  capture  it.  What  would 
Harald  be  compelled  to  do?  Prepare  to  defend  his  kingdom.  Upon  whom 
would  he  call?  His  father's  friends.  He  called  three  men,  to  each  of 
whom  he  gave  an  arrow.  Read  on  page  62  just  what  was  to  be  done  with 
these  arrows.  Why  was  no  messenger  sent  west?  Read  on  page  63  about 
the  gathering  of  the  army.  In  what  way  were  these  warriors  different 
from  our  soldiers?  Read  on  page  64  and  65  about  their  ride  forward  to 
meet  the  enemy.  Where  were  they  to  get  their  provisions  ?  Rob  the  farms 
as  they  passed  through  the  country.  Let  us  read  on  pages  65-67  to  learn 


16  LKSSuN     PLANS    IN    ForRTH    C,HI\I)K 

how  Harald  met  the  enemy,  and  the  result  of  the  battle.     On  the  way  home 
after  the  battle  Harald  met  other  foes  and  had  many  battles,  all  of  which 
he  won.     After  this  his  land  enjoyed  peace  for  a  time.      During  thi-  time 
Harald,  who  was  not  a  handsome  young  man,  heard  many  praises  sung  of 
Gyda,  the  beautiful  daughter  of  King  Kric  of  Denmark.     Harald  was  n 
anxious  to  meet  Gyda  and  to  win  her  for  his   wife.     Should  you  like   to 
learn  how  he  did  this  at  the  next  le-son  ? 
23  King  at  ten  years  of  age. 

I4  Funeral  feast  in  memory  of  father. 
24  Plans  of  King  Halfdan's'  foes. 
34  Preparing  to  defend  kingdom. 
44  The  Battle  with  king  Haki. 
P  Result. 

Lesson  VI. 

PROBLEM  iv.     To  learn  how  Harald  won  Gyda  for  his  wife. 
Read  from  Viking  Tales  pages  71  SO.     To  learn  what  me— age  Harald 
sent  to  Gyda,  and  of  Gyda's  reply.     What  was   llarald's  vow?      l'.\    what 
new   name   was    Harald    known?     Teacher   tell    of    Harald's    endeavor- 
unite  kingdom  and  of  his  SUCCCSS.      Kef.  Viking  Tales,  page-  Si  S*.      Now 
that  Harald  has  kept  his  vow.  at  our  next  ie— on  we  will  learn  of  the  wed- 
ding. 

.v;  Message  to  Gyda. 

4::   Gyda's  reply. 

5-"'    His  vow.      New  name.      I'.attles  fouglit.      \'ow  kept. 

Lesson  VII. 
'PROBLEM  v.     To  learn  of  llarald's  wedding. 

How  might  we  recite  tin-  !e--on  ?  We  might  dramatize  it.  Let  u- 
read  pages  89-94  to  learn  just  what  we  must  know  in  order  to  dramatize  it. 
Let  us  list  the  characters  and  note  the  en  :  that  time.  Charact* 

Harald    (king);    Gyda    (prince-si;    Kric    (King    of    Denmark);    Guthorm 
(  llarald's  messenger)  ;  thralls  (any  number)  ;  women  in  waiting. 

Customs:  Guthorm  sent  with  message  to  Gyda.  His  return.  Gyda 
sitting  on  a  cross-bench,  with  a  long  veil  of  white  linen  covering  face  and 
head.  Her  women  about  her.  Mead  horns  pa— ed.  Kric's  communication 
with  Harald.  Harald's  answer.  Procession  about  room.  Presentation 
of  holy  hammer.  Harald's  -peech  to  Gyda.  The  wedding.  The  \- 
Return  to  Norway. 

Now  that  we  know  something  of  the  customs  of  those  times,  we  are 
ready  to  write  our  play  during  our  language  period  this  afternoon. 

What  was  Harald's  vow?  To  unite  the  kingdoms  of  Norway.  How 
do  you  think  the  ruler  of  the  many  former  kingdom <  greeted  Harald,  King 
of  all  Norway,  upon  his  return  with  his  bride?  Some  were  willing  to  ac- 
cept him  as  their  king,  and  said.  "We  can  work  on  our  farms  with  peace 
now.  Hefore  King  Harald  came  something  was  always  wrong."  Kef. 
page  79,  Viking  Tales. 

Others  who  liked  to  tight  and  go  a-viking  hated  King  Harald  and  his 
new  ways.     What  might   we  discuss  at   our  next  les-on ?     What   these  di- 
<atis(ied  rulers  did. 


LESSON  PLANS  IX  FOURTH  GRADE  HISTORY.  17 

Our  outline  for  this  lesson  will  be  very  short.     We  will  have  only  three 
headings. 

6:5  Journey  to  Denmark. 
.    73  His  wedding. 
8:i  His  return  to  Norway. 

Lesson  VIII. 

PBOBLEM  vi.  To  learn  what  the  dissatisfied  rulers  of  the  little  king- 
doms of  Norway  did  upon  Harald's  return. 

One  of  these  dissatisfied  rulers,  Solfi,  rose  against  Harald  and  said, 
"We  will  make  that  shockhead  smart."  Harald  had  killed  his  father  in  a 
battle  in  which  Solfi  was  fighting.  Many  a  dethroned  king  said,  "Why 
should  he  put  himself  up  for  king  of  all  of  us?  He  is  no  better  than  I  am. 
Am  I  not  a  king's  son  as  well  as  he?  Are  not  many  of  us  king's  sons?  I 
%  vill  not  kneel  before  him  and  promise  to  be  his  man.  I  will  not  pay  him 
taxes.  I  will  not  have  his  earls  sitting  over  me.  The  good  old  days  have 
gone.  This  Norway  has  been  a  prison.  I  will  go  away  and  find  some 
other  place." 

Read  in  Viking  Tales  on  page  95,  and  find  to  what  countries  these 
viking's  went.  Let  us  locate  these  places  on  the  map.  France,  Ireland, 
England,  Scotland,  the  Orkney  Islands  and  Shetland  Islands. 

What  kind  of  people  were  these  Norsemen?  Robbers  or  vikings. 
Why  did  they  leave  Norway?  Do  you  suppose  they  would  be  content  to 
live  peaceably  in  their  new  homes?  Yes,  for  a  little  while,  but  their  love 
for  adventure  would  again  lead  them  into  trouble.  These  Norsemen  soon 
began  to  make  trouble,  especially  in  France.  Rolf-go-afoot  and  his  Norse- 
men began  to  wage  war  on  the  French  King,  and  there  was  no  way  to  stop 
him  except  to  give  him  what  he  wanted.  The  king  made  him  a  duke,  gave 
him  broad  lands,  and  gave  him  the  king's  daughter  for  a  \vife.  Rolf 
called  his  country  Normandy,  for  old  Norway.  He  ruled  it  well,  and  was 
a  great  lord,  and  his  sons'  sons  after  him  were  kings  of  England. 

What  do  you  suppose  the  people  of  England,  Ireland  and  Scotland  did 
when  they  saw  these  adventurous  Norsemen  coming  to  their  shores?  Ran 
away.  Why  ?  To  gather  an  army  to  meet  them  in  battle.  Yes,  they  gath- 
ered into  great  armies  to  meet  these  vikings  in  battle.  Sometimes  the  Norse- 
men lost,  but  oftener  won,  so  they  got  land  and  lived  in  these  countries. 
What  direction  from  Scotland  are  the  Orkney  and  Shetland  Islands? 
NorfE.  These  islands  had  good  harbors  for  the  viking  ships.  On  some  of 
them  a  man  could  stand  in  the  middle  and  see  the  ocean  all  about  him. 
These  vikings  sailed  to  these  islands,  and  were  pleased. 

So  it  went  until  all  the  lands  around  were  covered  with  vikings.  Norse 
carved  and  painted  houses  brightened  the  hillsides.  Viking  ships  sailed  all 
the  seas,  and  made  harbor  in  every  river.  Norsemen's  thralls  plowed  the 
soil  and  planted  crops,  and  gold  flowed  into  their  master's  treasure  chests. 
Norse  warriors  walked  up  and  down  the  land,  and  no  man  dared  to  say 
them  nay. 

Do  you  think  they  would  forget  their  motherland,  Norway?  No,  they 
did  not  forget  Norway.  Every  summer  they  sailed  back  and  harried  the 


18  LESSON    PLANS   IN    FOURTH    GRADE    HISTORY. 

coast.  They  took  gold,  grain  and  beautiful  cloth  back  to  their  homes  from 
Norway. 

What  do  you  suppose  King  Harald  did?  Sent  out  his  ships  and  men 
and  hunted  these  vikings.  There  are  many  caves  and  deep  woods  around 
the  coast  of  Norway,  and  in  these  the  vikings  hid.  Harald  went  into  these 
hiding  places  and  caught  many  men,  but  most  of  them  got  away  and  went 
home  laughing  at  Harald.  This  they  did  summer  after  summer. 

How  do  you  think  Harald  felt  when  he  could  not  stop  their  robbing? 
Very  angry.  What  do  you  suppose  was  the  only  thing  left  for  him  to  do? 
Go  after  them.  That  is  just  what  he  did.  He  gathered  his  men  and  set 
sail  in  what  direction  after  them?  (  Map  ). 

Many  fierce  battles  were  fought,  but  Harald  succeeded  in  whipping 
these  robbers  in  their  own  homes.  Then  he  placed  his  earls  to  rule  over 
them,  and  went  back  to  Norway.  Read  Viking  Tale-,  i  and  100. 

Why  did  these  robbers  leave  Norway?  Because  Harald  was  their 
ruler.  Who  was  their  ruler  now  ?  Harald.  Would  they  be  willing  to  how 
now  to  King  Harald?  No.  Then  what  should  be  our  problem  for  next 
time?  To  learn  what  these  vikings  did.  Outline: 

III.     Journey  west  over  seas. 

1.  Cause. 

1-  Resentment  of  dethroned  kings  over  lost  kingdoms. 
22  Resolved  not  to  acknowledge  Harald  as  king. 
3*  Resolve  not  to  be  governed  by  Harald's  earls. 

2.  Journeys. 

1-  To  France. 
22  To  England. 
32  To  Scotland. 
42  To  Ireland. 

5-  To  Shetland  Islands. 

6-  To  Orkney  Islands. 

3.  Revenge  against   Harald.     Return   to   Norway   to   harry   the 

coast. 

4.  Revenge  of  Harald.  Overpowered  them  in  their  own  country. 

.  Lesson  IX. 

PROIU.I.M  VIT.  To  learn  what  these  vikings  did  to  revenge  Harald's 
actions. 

Why  did  these  vikings  leave  Xorway?  Kecause  Harald  was  their 
ruler  and  would  not  let  them  harry  the  coast.  What  had  Harald  done? 
Gone  west  over  seas  and  became  their  king.  Do  you  think  they  would  be 
willing-  to  bow  to  him  now?  Read  page  103  in  Viking  Tales,  and  find  what 
they  really  did. 

Who  was  to  be  their  leader?  Ingolf.  Why  did  they  not  want  to  go  to 
the  Shetland  Islands?  Where  did  they  finally  decide  to  go?  To  Iceland. 
Why?  What  vow  did  Ingolf  make?  "I  vow  that  I  will  find  this  Iceland 
and  pass  the  winter  there,  and  that  if  man  can  live  upon  it.  I  will  go  back 
there  and  set  up  my  home."  What  vow  did  his  foster  brother  make? 
"And  1  vow  that  I  will  follow  my  foster  brother,"  cried  Leif.  (Kxplain 
foster  brother  in  Viking  language). 


LESSON  PLANS  IN  FOURTH  GRADK  HISTORY.  19 

Many  men  vowed  to  follow.  Before  starting  on  this  long  journey  what 
would  they  do?  Prepare  for  the  journey.  Read  Viking  Tales,  pages  106 
and  107,  and  learn  just  what  preparations  they  made.  How  was  it  decided 
how  many  men  might  go?  By  the  number  of  oars  in  the  boat.  They  had 
to  depend  upon  their  oars  when  they  had  no  wind  for  their  sails. 

Read  pages  107  and  108  to  learn  of  some  of  their  adventures  on  their 
voyage.  Where  did  they  stop  first?  The  Shetland  Islands.  How  were 
they  received  ?  How  long  did  they  stay  ? 

At  the  end  of  the  three  days  they  left  the  Shetland  Islands,  and  after 
sailing  a  long  time  encountered  a  terrible  storm.  Read  pages  109  and  find 
out  what  happened  during  the  storm.  In  the  morning  the  wind  died  down. 
Great  waves  still  rolled,  and  for  days  the  sea  was  rough,  but  they  could  put 
up  the  sails  and  journey  on. 

They  came  to  an  empty  island,  where  they  spent  the  night.  One  of 
the  older  men  didn't  want  to  leave  it,  saying,  "Is  this  land  not  new  enough 
and  empty  enough  and  far  enough  ?  I  am  tired  of  sea,  sea,  sea,  and  nothing 
else." 

Ingolf  said,  "We  started  for  Iceland,  and  I  will  not  stop  before  I  come 
there.  I  have  a  vow." 

Then  they  again  started,  and  soon  the  desolate  sea  stretched  around 
them.  Sometimes  it  was  smooth,  but  often  the  ships  were  torn  by  the 
winds.  Once  they  ran  into  a  fog.  These  people  had  no  compass  in  those 
days.  \Vhat  were  their  guides?  Sun  and  stars.  What  might  have  hap- 
pened to  them  in  this  fog?  Become  confused.  They  wandered  around 
for  three  days  in  the  wrong  direction,  and  had  to  turn  around  and  sail  that 
weary  way  again.  Read  pages  113-18  in  Viking  Tales,  which  tells  how 
they  found  Iceland,  and  their  stay. 

In  the  spring  they  all  went  back  to  Norway.  Leif  got  his  boat  ready 
to  visit  Ireland.  Why?  To  harry  the  coast.  What  was  Ingolf  to  do  while 
he  was  gone?  Prepare  for  the  journey  and  stay  in  Norway. 

Leif  returned  in  about  two  years'  time  laden  with  treasures.  Read 
paragraph  on  page  118  in  Viking  Tales,  and  learn  what  the  treasures  were. 

These  people  believed  in  many  gods,  like  the  Greeks.  What  do  you 
suppose  was  the  first  thing  Ingolf  and  Leif  did  before  starting  to  Iceland? 
Offer  a  sacrifice  to  the  gods.  Read  pages  119-120  in  Viking  Tales,  and  find 
what  they  sacrificed,  and  to  whom  they  made  the  sacrifice. 

Ingolf  and  Leif  depended  upon  the  holy  pillars,  as  well  as  the  sun  and 
stars,  to  lead  them  to  Iceland.  Where  did  they  get  these  pillars?  From 
the  temple.  Read  pages  121-122,  and  describe  their  starting? 

What  did  they  encounter  on  their  first  voyage?  Storms.  This  time 
they  encountered  storms  which  drifted  the  pillars  away  from  them,  and 
separated  Leif  from  Ingolf.  Ingolf  sent  two  of  his  thralls  to  search  for 
the  pillars  and  for  Leif.  They  came  back  every  week  or  two,  and  always 
had  to  say  that  they  had  no  success  until  one  year  had  passed,  when  they 
returned  with  sad  news.  They  had  found  Leif's  body.  Read  on  pages  127- 
131  and  learn  how  Leif  met  his  death. 

Ingolf  now  promised  to  care  for  Helga  ( Ingolf 's  wife).  Some  time 
after  this  the  thralls  returned  with  the  news  that  the  holy  pillars  had  been 


20  LI'SSON    PLANS    IN    FOURTH    GRADK    HISTORY. 

found.  This  meant  that  the  temple  could  now  be  built.  As  -non  as  it  was 
completed  Ingolf  built  his  feast  hall.  Read  on  page  134,  Viking  Tales,  the 
description  of  this  hall.  Now  that  he  had  his  temple  and  his  feast  hall,  he 
wished  that  he  might  see  ships  sailing  into  the  harbor  bearing  people  to  his 
home,  from  whom  he  might  hear  news,  and  with  whom  he  could  feast. 
Soon  after  this  boats  did  come  into  the  harbor.  From  what  places  did  they 
come?  The  Shetland  Islands,  Ireland  and  the  Orkneys.  Read  on  page 
139,  second  paragraph,  and  learn  what  news  these  visitors  brought  Ingolf. 
These  people  after  a  time  returned  home,  but  they  came  again  and  again, 
and  soon  trade  sprang  up  between  Iceland  and  these  other  countries.  Read 
en  page  139,  third  paragraph.  This  will  tell  you  what  they  traded. 

Soon   after  this   Ingolf   died,   and   the   skald   who   sang  sagas   at   his 
funeral  called  him  'The  Father  of  Iceland,"  because  it  was  through  Ingolf 
that  Iceland  was  settled,  and  trade  between  Iceland  and  the  other  count 
was  established.  . 

Many  years  after  Ingolf's  death  all  of  the  freemen  in  the  west  of  Ice- 
land met  to  decide  what  must  be  done  with  Kric  the  Red,  who  had  killed 
some  men.  They  decided  to  outlaw  him.  He  had  been  banished  already 
from  Norway,  and  now  must  leave  Iceland.  What  should  you  like  to 
know  about  him?  To  what  country  Kric  the  Red  went  after  leaving  Ice- 
land, and  the  kind  of  a  life  he  led. 

Let  us  make  an  outline  for  our  books  about  Eric  the  Red. 

IV.     Iceland  discovered  (Ingolf). 

1.  Reasons  for  leaving  Norway. 

1-  Ingolf's  dissatisfaction  at  union  of   Norway. 

2-  Ingolf's  decision  to  hunt  new  lands. 

2.  Trip  from  Norway  to  Iceland. 

1-  Preparation. 

I3  Vows  of  Ingolf  and  Leif. 

2 :  Sacrifice  to  gods. 

33   Securing  holy  pillars  for  guide-. 

2-  Voyage. 

1:;   Loss  of  holy  pillars. 

2"-  Separation  of  Leif  and  Ingolf  by  storm. 

3-  The  new  home  in  Iceland. 

!•"  Leif  s  death. 

2:;  Thralls  finding  of  the  pillars. 

3:?  Temple  and  feast  hall  built. 

3.  Trade  established  between  Iceland  and  other  countries. 

1-   Many  ships  enter  harbor. 

22  Brought  wood,  grain  and  flour. 

32     Carried  away  cloth,  wool,  fish,  oil  and  feathers. 

Lesson   X. 

'  PROP.LKM   vin.     To  learn   to   what  country   Eric  the   Red   went   after 
leaving  Iceland,  and  the  kind  of  life  he  led. 

Why  was  Eric  the  Red  driven  from  Iceland?  He  was  outlawed  be- 
cause of  his  many  fights.  Would  he  go  alone?  He  would  be  sure  to  have 
some  friends  and  followers. 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  21 

Read  Viking  Tales,  page  144,  and  learn  what  the  men  of  Iceland  said 
of  him  as  he  walked  from  the  meeting.  "Eric  is  a  bloody  man.  I  am  glad 
he  is  out  of  Iceland/'  "His  hands  are  as  read  as  his  beard,"  were  some  of 
the  remarks  made  by  his  enemies. 

His  friends  and  followers  made  such  remarks  as  these:  "He  walks 
like  Thor  the  Fearless."  "His  story  would  make  a  fine  song."  "As  strong 
and  as  brave  and  as  red  as  Thor.  Always  in  a  quarrel.  A  man  of  many 
places.  Outlawed  from  all  of  them  on  account  of  his  quarrels.  Where  will 
he  go  now?" 

While  these  people  were  discussing  Eric  he  strode  down  the  shore  in  a 
black  temper  with  his  men  followers.  Where  did  they  go?  To  Eric's 
home.  How  does  it  tell  you,  on  pages  146  and  148,  that  they  spent  their 
last  night  in  Iceland?  Feasting.  Where  did  they  decide  to  go?  To  the 
land  Gunnibiorn  had  told  about.  While  they  were  discussing  this  matter 
what  message  was  brought  to  them  ?  That  Thorgest,  with  all  of  his  men, 
were  coming  that  night  to  capture  him.  Read  pages  149  and  150,  and  learn 
how  his  friend  Uyjolf  helped  him.  Bade  him  come  to  his  farm  and  hide 
from  Thorgest.  What  would  they  do  while  in  hiding?  Make  ready  for 
the  journey  to  the  new  land.  They  repaired  the  ship  and  filled  it  with 
stores.  When  all  was  ready  they  pushed  off  with  Eric's  family  aboard  and 
his  followers.  They  also  took  horses  and  cattle  and  all  kinds  of  tools  and 
food.  They  expected  to  go  to  an  empty  land. 

When  we  wish  to  start  for  a  certain  place  what  must  we  know?  In 
what  direction  to  go.  All  that  Gunnibiorn  had  told  of  this  strange  land  was 
that  he  sailed  east  when  he  came  home  to  Iceland.  Let  us  locate  Iceland  on 
the  map  or  globe.  If  Gunnibiorn  had  sailed  east  to  reach  Iceland,  where 
must  he  have  come  from?  Greenland.  How  must  Eric  sail  to  reach  this 
strange  land?  WTest.  That  is  just  what  he  decided  to  do,  even  though  he 
did  not  know  where  the  land  was.  Read  on  pages  151-154,  and  learn  of  the 
adventures  that  they  had  on  the  voyage.  How  did  they  finally  reach  land? 
They  were  drifted  in  to  land  by  a  swift  under  current.  This  was  the  way 
that  Ingolf  and  Leif  came  to  find  Iceland.  What  kind  of  a  land  would  you 
expect  this  new  land  in  the  far  North  to  be?  One  covered  with  ice  and 
snow.  Read  pages  155-159,  and  see  if  you  are  right  about  the  kind  of  land; 
also  what  name  Eric  gave  this  land.  "Greenland."  Why?  In  fun  or  de- 
rision he  felt  people  in  Iceland,  whom  he  wished  to  interest  in  this  new  land, 
would  like  that  name,  and  wish  to  join  him. 

After  Eric  had  been  in  Greenland  about  four  years  he  said,  "My  eyes 
are  hungry  for  the  sight  of  men  and  green  fields  again."  He  then  made 
ready  for  a  voyage  to  Iceland.  When  he  reached  there  what  would  he  tell 
his  friends?  Stories  about  his  new  land.  He  told  them  such  wonderful 
stories  about  Greenland  that  many  of  them  made  ready  to  go  back  with 
him,  and  the  next  summer  thirty-five  ships,  laden  with  men  and  women, 
followed  Eric  for  Greenland,  but  only  fifteen  reached  there  safely.  Eric 
now  was  happy  because  of  his  new  companions,  but  his  son,  Leif,  who  had 
grown  into  a  big,  strong  man,  began  to  wish  for  a  sight  of  his  motherland, 
Norway.  He  spoke  of  this  to  his  father,  who  told  him  that  it  was  right 
for  him  to  go.  What  would  Leif  do?  Get  ready  to  go.  What  will  we 


22  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

take  for  our  topic  next  time.     To  learn  of  Leif's  adventures  on  his  voyage 
to  Norway. 

V.     Greenland  discovered  by  Eric  the  Red. 

1.  Reasons  for  leaving  Iceland. 

I2  Outlawed  because  of  his  many  quarrels. 
22  Decision  to  search  for  Gunnibiorn's  land. 

2.  Voyage  in  search  of  new  land. 

I2  Sailed  west. 

2-  Encountered  storms  and  icebergs. 

3-  Drifted  into  new  land  by  current. 

3.  New  home  in  Greenland. 

I2  Covered  with  ice  and  snow. 

22  Called  Greenland  to  urge  other  people  to  come. 

4.  Eric's  visit  to  Iceland. 

I2  Told  many  stories  of  Greenland. 

22  Induced  thirty-five  ships  to  follow  him  to  Greenland. 

5.  Eric's  return  to  Greenland. 

I2  Fifteen  ships  reached  Greenland. 
2-  Eric  now  satisfied  with  his  new  home. 

Lesson  XI. 

PROBLEM  ix.     To  learn  of  Leif's  adventures  on  his  trip  to  Norway. 
Individual  assignments  given  on  previous  day.     Reported   upon  dur- 
ing recitation  upon  above  problem. 

1.  How  Eric  helped  Leif  to  prepare  for  his  journey  to  Norway.    Viking 
Tales,  page  161. 

2.  Sketch  map  on  which  route  is  traced.     Child  who  reports  from  this 
map  will  trace  journey  as  he  talks.     Read  Viking  Tales,  page  161. 

3.  How  Leif  was  received  in    Norway  by  the  king,  ( )laf,  the  great- 
grandson  of  Ilarald.     Ref.:     Viking  Tales,  pages  162-1(1?. 

4.  Difficulties    on     return    voyage,     and    result     of    these     diflicu' 
Viking  Tales,  page  165. 

5.  Description  of  the  new  country,   with   reasons   for  name  given  to 
it.     Compare  length  of  day  and  night  in  Wineland  with  that  of  Norway. 
Viking  Tales,  pages  165-167. 

6.  Leif's  return  to  Greenland  with  products  from  new  country.     Viking 
Tales,  pages  169-170. 

7.  Greeting  given  Leif  by  his  father,  Eric.     Viking  Tales,  page  171. 
After  th  eindividual  reports  have  been  given  the  teacher  should  aid  the 

pupils  to  organize  the  material  into  an  outline  similar  to  the  following: 
VI.     Wineland  discovered  by  Leif  Ericsson. 
1.  Leif's  visit  to  Norway. 

1-   Aid  in  preparation  for  journey  by  Eric. 

22  Brief  stops  at  Iceland,  Faroes  and  the  Shetland  Islands. 

32  Arrival  at  Norway. 

I3  Desire  to  see  King  Olaf. 

23  A  guest  at  king's  feast. 

33  Invited  to  sit  beside  King  Olaf  on  throne. 

43  King's  parting  gift  of  love.     (Two  thralls"). 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  23 

2.  Wineland  discovered. 

I2  Start  for  home. 

13  Driven  out  of  course  by  storms  after  passing  Ice- 

land. 
23  New  land  sighted. 

I4  Explored  and  named  Wineland  because  of 
grapes  found  there. 

3.  Return  to  Greenland. 

I2  Lumber  and  grapes  from  Wineland  brought  to  Green- 
land. 

22  Eric's  joy  at  Leif's  return. 
33  Leif's  wonderful  tales  of  riches  of  Wineland. 

14  Desire  of  many  Greenlanders  to  visit  Wineland. 
Whenever  these  Norse  people  had  learned  of  a  new  country  what  had 

they  done  ?  Gone  there  to  settle.  The  Norse  people  did  not  settle  in  Wine- 
land.  Should  you  like  to  know  what  kept  them  from  attempting  it?  Let 
us  frame  our  problem  for  our  next  lesson.  To  learn  who  went  to  Wineland 
and  why  they  did  not  remain  there. 

Lesson  XII. 

PROBLEM  x.  To  learn  who  went  to  Wineland,  and  why  they  did  not 
remain  there. 

Read  the  last  paragraph  on  page  173  in  Viking  Tales,  and  find  why 
neither  Leif  nor  the  Greenlanders  went  to  Wineland.  Leif  grew  so  rich  in 
his  own  country  that  he  settled  down  and  thought  no  more  of  Wineland. 
The  Greenlanders  had  no  ships,  so  could  not  leave  their  own  country  unless 
Leif  should  take  them. 

Whom  does  your  book  tell  you,  on  page  174,  came  to  Greenland  a  cou- 
ple of  years  after  this?  Two  traders,  Thorfinn  and  Biarni.  Read  on  and 
find  how  Eric  received  them.  Made  them  welcome.  Invited  them  to  re- 
main with  him  all  winter.  How  was  this  kind  treatment  returned?  The 
traders  gave  Eric  a  great  sword  with  a  gold-studded  scabbard,  and  many 
other  gifts.  These  men  remained  with  Eric  all  winter.  By  the  time  Yule- 
tide  came  Eric's  supply  of  food  was  exhausted,  and  he  grew  very  sad. 
Thorfinn  noticed  this,  and  upon  discovering  the  cause  went  to  his  boats  and 
brought  out  much  grain  and  food.  In  consequence  they  had  a  merry  Yule- 
tide. 

Read  last  two  paragraphs  on  page  178,  and  learn  what  Thorfinn  de- 
cided to  do  the  next  spring.To  try  to  go  to  Wineland.  With  whom  did  he 
talk  about  this  wonderful  place?  Eric  and  Leif  Ericsson.  Eric  told  him 
that  he  had  tried  to  go  there  once,  but  had  met  such  severe  storms  that  he 
turned  back.  Leif  old  him  in  which  direcion  he  had  sailed  when  he  re- 
turned from  this  wonderful  land.  He  also  told  him  how  the  shores  looked 
that  he  had  passed.  Thorfinn  decided  that  he  would  attempt  to  find  the 
way;  then  he  talked  with  his  men  and  with  Biamni.  Read  last  paragraph 
on  page  179,  Viking  Tales,  to  learn  if  they  wished  to  go.  In  the  spring 
they  started  off  with  two  ship  loads  of  their  men  and  one  ship  load  of  Eric's 
men.  Read  on  page  180  to  see  who  selected  the  spot  to  land.  Gundrid, 
Thornfmn's  wife.  In  what  did  they  live?  Their  ships,  which  were  pulled 


24  I.KSSON   PLANS  jx  FOURTH  GRADK  HISTORY. 

up  on  shore.  Read  page  181-183,  and  list  the  reasons  why  you  think  they 
have  really  reached  Wineland.  \\'hen  they  finally  decided  to  stay,  what 
would  they  do?  Build  homes.  Read  in  your  book  the  description  of  one 
of  these  homes.  Read  on  and  find  who  was  known  as  the  "Wineland 
King." 

These  people  lived  here  happily  and  at  peace  for  a  long  time,  but  finally 
decided  they  must  leave  this  beautiful  land.  Read  the  remainder  of  the 
chapter,  and  find  what  made  them  arrive  at  this  decision.  How  did  these 
Indians  treat  them  the  first  time  they  visited  them?  Kindly,  and  traded 
furs  with  them  for  red  cloth.  What  made  them  enemies  of  the  Norse  peo- 
ple? The  bull  of  Thorfinn's,  which  came  bellowing  into  their  midst.  In 
what  mood  did  they  return?  Very  angry,  uttering  their  war  cries  and 
shooting  arrows.  During  the  fierce  battle  which  followed  many  of  the 
Norsemen  were  wounded.  Fearing  the  Indians,  whom  they  called  "Sh. rat-- 
lings," would  return  at  any  time,  they  decided  to  go  back  to  Greenland. 
When  they  reached  home  Eric  was  glad  to  see  them,  and  was  delighted  with 
their  stores.  What  had  they  brought?  Lumber,  grapes,  wine  and  furs. 

The  next  summer  Thorfinn  took  Gundrid  and  Snorri  (his  baby)  and 
all  of  his  people  and  sailed  back  to  Iceland,  where  he  lived  for  the  ramainder 
of  his  days.  People  were  very  proud  of  him.  "That  is  the  man  who  went 
to  Wineland  and  fought  with  wild  men.  Snorri  is  his  son.  He  is  the  first 
and  last  Winelander,  for  no  one  will  ever  go  there  ao;ain.  It  will  be  an 
empty  and  forgotten  land." 

So  it  was  for  a  long  time.  Some  wise  men  have  written  stories  of 
those  voyages,  and  of  that  empty  land  spoken  of.  It  >er:ned  like  a  fain- 
tale,  but  long  afterward,  when  men  began  to  read  the  stories  and  study  this 
land  and  that  land,  they  learned  that  Wineland  was  in  our  own  America,  on 
the  eastern  shore  of  the  United  States,  and  they  have  called  Snorri  the  first 
American,  and  have  put  up  statues  of  Leif  Kricsson,  the  first  comer  to 
America. 

4.  Temporary  settlement  at  Wineland. 

1-  Thorfinn  and  Biarni's  visit  to  Greenland. 
_-  Desire  to  visit  Wineland. 

I3  Trip  to  Wineland  with  Kric's  men. 
3:i   Homes  built.     Lumber  cut  and  wine  made. 
42  Coming  of  Indians  or  "Skraelings." 

!•"•  First  visit  friendly.     Furs  traded  for  red  cloth.    Fright- 
ened off  by  bull. 

23  Second  visit  as  enemies.     Terrible  fight. 
52  Determination  to  return  to  Greenland. 
I3  Afraid  of  return  of  Indians. 
23  Greeting  by  Kric  upon  their  return. 

5.  Discovery  that  Wineland  was  America. 

1 -Stories  told  and  written. 

2-  Places  studied. 

I3  Conclusion  that  Wineland  was  situated  on  east- 
ern shore  of  United  States. 

32  Statues  erected   of   Leif    Ericsson,  the   first   comer   to 
America. 


LEssox   PLAXS  ix  FOURTH  C.RADE  HISTORY. 

References :  Viking  Tales— Jennie  Hall.  Stories  of  Norsemen— Jean 
E.  Hansom.  F.  A.  Owen  Publishing  Company,  Dansville,  N.  Y.  America's 
Story  for  America's  Children— Pratt.  D.  C.  H.  Co.,  New  York 

Search  For  Eastern  Trade  Route 

.MARCO  POLO 

TEACHER'S  AIM  :  To  teach  how  the  East  became  better  known  and 
the  influence  this  knowledge  had  upon  the  world. 

INTRODUCTION:  What  made  the  Vikings  leave  Norway?  To  seek 
new  homes  and  for  love  of  adventure.  What  effect  did  their  going  have 
upon  Norway?  Gained  new  kingdoms  and  established  trade.  What 
kingdoms  did  they  gain?  Iceland,  Greenland  and  Wineland.  Locate  on 
map.  What  did  they  trade?  Grain,  lumber  and  cloth-furs,  oil,  fish, 
feathers.  But  still  very  little  of  the  world  was  known  to  men. 

PROBLEM  I :  Why  so  little  of  the  world  was  known  to  the  people  of 
long  ago. 

PROCEDURE. 

When  our  ships  start  for  England  how  does  the  captain  know  in  which 
way  to  go?  Compass  tells  him.  These  men  had  no  compass.  What  was 
their  only  guide?  Sun  and  stars.  So  they  were  afraid  to  venture  far 
from  shore  out  on  the  "Sea  of  Darkness."  When  the  mariner's  compass 
was  invented,  what  were  men  led  to  do?  Venture  out  upon  Sea  of  Dark- 
ness. Make  charts  and  maps  of  what  they  saw. 

Should  you  like  to  know  about  the  invention  of  the  compass? 

The  mariner's  compass  was  first  known  to  the  Chinese.  They  used 
it  on  their  junks  as  early  as  the  eleventh  century.  The  Arabs  learned  the 
use  .of  it  from  the  Chinese,  then  the  sailors  of  Barcelona,  in  Spain,  brought 
its  use  to  Europe.  The  first  compass  was  only  a  needle  that  had  been 
touched  by  a  magnet  and  floated  on  a  straw  in  a  basin  of  water.  This 
was  of  very  little  use.  Then  a  man  named  Flavis  thought  of  a  way  of  bal- 
ancing it  on  a  pivot  on  a  card.  Do  you  know  of  any  great  man  who  found 
new  land?  Columbus.  Should  you  like  to  know  of  another  great  man 
who  lived  long  before  Columbus  and  who  had  no  compass,  yet  gave  as 
much  knowledge  of  a  part  of  the  world  not  known. 

Lesson  II. 

PROBLEM  II :  Who  helped  to  make  more  of  the  world  known  befo^ 
Columbus?  What  part  did  he  make  known? 

PROCEDURE. 

This  great  man  who  made  known  more  of  the  world  and  who  helped 
geography  lived  in  the  thirteenth  century.  His  name  was  Marco  Polo. 
What  is  the  first  thing  we  should  learn  about  him?  His  early  boyhood. 
Let  us  look  at  this  map  and  find  a  country  called  Italy,  and  in  this  country 
the  city  of  Venice.  Who  knows  anything  about  Venice.  How  are  the 
streets  there?  How  are  they  different  from  ours?  Streets  are  waterways. 
(Use  pictures). 

This  is  a  beautiful  city  now,  but  about  seven  centuries  ago  it  was  even 
more  beautiful,  and  it  was  also  a  great  business  center.  Not  far  from  the 


26  LESSON  PLANS  IN  FOURTH  GRADE  HISTORY. 

center  of  this  great  city  stood  a  large  mansion,  the  home  of  Marco  Polo's 
uncle,  with  whom  Marco  lived.  Marco's  father  was  a  rich  merchant,  and 
merchants  in  those  days  were  often  noblemen  of  the  city.  Marco's  uncles 
were  also  prosperous  merchants.  They  had  trading  factories  in  Venice, 
and  also  in  Constantinople  on  Black  Sea.  Use  map. 

Marco's  father  had  gone  on  a  trip  to  one  of  these  factories  when  Marco 
was  born,  and  in  fact  stayed  away  until  Marco  was  about  15  years  old. 
Marco  lived  with  his  uncle.  What  do  you  suppose  he  did?  Ran  in  and 
out  of  the  factories,  smelling  sweet  spices,  hiding  behind  bags  of  cotton  and 
soft  wool,  talking  with  traders.  What  kind  of  a  teacher  would  this  rich 
merchant's  son  have?  Private  teacher.  What  would  he  learn?  Geo- 
graphy, history,  mathematics.  What  would  Marco  wish?  That  he  might 
go  with  some  of  these  traders.  At  last  when  he  was  about  17  years  old 
his  father  came  home.  What  should  you  like  to  know?  What  Marco 
Polo's  father  told  him. 

OrTi.i.NK — M.\i;<  <>    POLO 

1.  Early  Life. 

1.  Born  in  uncle's  home  while  father  was  away. 

2.  Lived  in  Venice  in  Italy. 

3.  Venice  streets  of  water. 

4.  Beautiful  city,  rich  merchants. 

2.  Boyhood. 

1.  Education. 

1.  Private  teacher;  learned  geography,  history  and  arithmetic. 
2.  Pleasures. 

1.  Played  in  spice  factory. 

1.  Smelled  spices. 

2.  Hid  in  bags.     Ate  Indian  Salt. 

3.  Looked  at  carpets  and  jewels. 

4.  \Yished  he  could  go  to  the  city  where  these  came  from. 

. \SSK..\MK.\T:  Write  one  paragraph  about  city  of  Venice.  What 
were  some  of  the  great  products  of  the  East?  Imagine  you  are  Marco; 
tell  about  the  spice  factory. 

Collect  pictures  of  Venice,  China. 

Lesson  III. 

PROBLEM  :  What  Marco  Polo's  father  told  him  of  his  trip  in  the  Ea^t. 

PROCEDURK. 

Why  were  the  people  so  much  interested  in  Nicolo  Polo's  account  of 
his  trip.  Had  never  heard  anything  like  it  before,  and  had  no  books  to 
read  it  from.  Why  had  the  Polos  gone  East?  To  visit  the  trading  sta- 
tions on  the  Black  Sea. 

After  they  visited  the  trading  stations  and  were  ready  to  return  to 
Constantinople,  they  found  the  roads  cut  off  because  the  country  was  at 
war  with  the  fierce  Tartar  people.  These  Tartars  were  very  hostile  to 
the  Christians,  and  persecuted  them  at  every  opportunity.  Several  times 
people  of  the  East  had  gathered  armies  and  marched  against  them,  but  were 
never  able  to  conquer  them.  These  expeditions  were  called  Crusades. 
Even  if  they  did  not  stop  the  persecutions  they  made  the  world  better 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  27 

known,  because  these  people  went  over  land  that  had  never  been  traveled 
before. 

Since  they  could  not  go  back  to  Constantinople,  what  did  they  decide 
to  do  ?  To  push  on.  They  traveled  great  distances,  and  everywhere  heard 
of  the  wonderful  ruler  of  China  or  Cathay,  as  it  was  called.  (Map).  He 
was  called  Kublai  Khan,  or  the  Grand  Khan.  Everywhere  the  Asiatics 
spoke  of  him  as  the  Lord  of  Lords,  ruler  of  so  many  cities,  so  many  gar- 
dens, so  many  fish  pools.  The  brothers  made  for  his  kingdom.  Do  you 
think  the  Polos  could  have  traveled  this  long  distance  in  a  short  time? 
No.  Why?  Robbers,  deserts  to  cross,  mountains,  war,  pirates,  poor  ships, 
no  compass. 

It  took  about  three  years  to  reach  Cathay.  The  Khan  received  them 
kindly.  What  questions  would  he  be  apt  to  ask?  About  life  in  Europe, 
about  the  emperors,  about  the  dangers  they  encountered.  But  most  of 
all  he  was  interested  in  the  church  of  Rome,  and  he  sent  the  Polos  back 
to  Europe  to  take  this  message  to  the  Pope.  He  asked  the  Pope  to  send 
one  hundred  missionaries  to  convert  his  people  to  Christian  faith,  and  also 
asked  for  some  holy  oil  from  Christ's  sepulchre.  How  are  the  Polos  going 
to  get  back  to  Cathay  with  the  country  at  war?  The  Khan  would  protect 
them.  How  would  he  do  this?  Send  escorts,  messengers,  etc. 

A  king's  messengers  would  be  called  ambassadors,  and  they  would 
be  given  everything  needful.  The  Khan  gave  them  a  tablet  of  gold  on  which 
was  inscribed  that  the  ambassadors  should  have  everything  needful  in  all 
countries  through  which  they  passed. 

When  they  had  made  all  preparations  they  took  their  leave  of  the 
Khan  and  started  for  Venice.  It  took  them  three  years  to  travel  overland 
from  Cathay  to  Acre,  where  they  took  the  boat  for  Venice,  which  they  had 
not  seen  for  fifteen  years.  How  long  do  you  think  they  intended  to  stay 
at  home?  Just  long  enough  to  settle  up  their  business  affairs  and  prepare 
for  the  trip.  If  you  were  Marco  and  heard  they  were  going  to  return  to 
Cathay,  what  would  you  like  to  do?  Go  with  them.  That  is  just  what  they 
decided  to  do.  What  then  should  be  our  problem? 

PROBLEM  :  To  learn  something  of  Marco's  adventures  on  his  trip  to 
Cathay. 

Let  us  make  our  outline. 
3.  Story  told  by  Marco's  father. 

1.  Return  cut  off  by  war  with  Tartars. 

2.  Trip  to  Khan's  country. 

3.  Reception  by  Khan. 

4.  Commission  given  by  Khan. 

5.  Protection  given  on  return  journey. 

ASSIGNMENT:  Write  one  paragraph  about  the  riches  of  the  Khan's 
kingdom.  Write  one  paragraph  about  the  commission  given  by  the  Khan. 
Write  a  diologue  between  Marco  and  his  father  in  which  Marco  asks  if  he 
may  go  with  him. 

Lesson  IV. 

PROBLEM  :  To  learri  something  of  Marco's  adventures  on  his  trip  to, 
the  East. 


28  LESSOX  PLANS  IX  FOURTH  GRADE  HISTORY. 

PROCEDURE. 

What  were  some  of  the  things  the  Polos  had  to  do  before  starting  on 
their  journey?  Settle  up  their  business  and  prepare  for  the  journey.  They 
had  to  go  to  the  Pope  for  the  missionaries.  How  many  were  they  to  get? 
They  were  to  get  100  missionaries.  They  only  secured  three.  These  three 
turned  back  before  they  had  gone  very  far.  Of  what  were  they  afraid? 
On  land:  Robbers,  deserts  and  mountains  to  cross;  war.  On  the  sea: 
Pirates,  poor  ships,  no  compass,  theory  of  shape  of  earth. 

The  Pope  gave  the  Polos  some  letters  to  the  Khan,  so  they  went  on 
with  these.  Some  of  the  things  Marco  saw  on  his  journey  were  making 
muslins  in  Monsul,  and  natives  gathering  diamonds  in  the  mountains.  In 
winter  they  gathered  the  diamonds  that  the  swollen  rivers  brought  down 
to  their  mouths.  In  summer  they  threw  huge  pieces  of  raw  meat  down 
into  the  chasm.  The  eagles  bore  these  pieces  of  meat  to  their  nests.  The 
natives  watched  their  chances  to  go  to  the  eagles'  nests  and  get  the  dia- 
monds that  had  clung  to  the  meat.  He  also  saw  people  manufacturing 
velvets  and  damasks  in  Bagdad.  Marco  was  also  interested  in  the  Persian 
horse.  It  was  such  a  noble  animal.  He  saw  the  Persian  women  making 
rugs,  coverlets  and  curtains  of  velvet. 

On  thcv  journeyed  over  sandy  deserts  eight  days  long,  and  over  hor- 
rible salt  deserts,  where  they  nearly  perished  of  thirst. 

They  climbed  the  Himalaya  mountains.  Here  Marco  became  ill,  and 
they  had  to  stop.  When  he  was  better  the\  pushed  on  until  they  reached 
the  Khan's  country.  They  still  had  many  weeks  of  travel.  The  Khan's 
country  was  well  managed,  and  his  post  runners  soon  delivered  the  mosage 
that  the  Venetians  were  coming.  These  post  runners  lived  near  the  ; 
stations  where  the  Venetians  were  entertained. 

These  post  stations  were  25  miles  apart,  and  the  runners  from  one 
station  took  the  news  to  the  next  station.  The  runners  here  took  it  on  to  the 
next.  As  the  Polos  neared  the  palace  the  Khan  came  out  to  meet  them. 
On  what  do  you  think  he  was  riding?  On  an  elephant.  How  did  they 
greet  the  Khan  ?  Prostrated  themselves  on  the  ground. 

Then  the  king  bade  them  stand,  and  showed  great  pleasure  at  their 
coming.  They  gave  him  the  letters  from  the  Pope,  with  which  he  was 
very  much  pleased.  After  this  they  produced  the  oil  from  the  sepulchre, 
and  at  that  the  Khan  was  delighted.  When  he  looked  at  the  company 
whom  do  you  think  he  would  be  apt  to  notice?  Marco  Polo. 

They  were  all  entertained  at  the  Khan's  palace.  It  did  not  take  Marco 
long  to  learn  the  customs  of  the  court.  Very  soon  he  was  speaking  and 
writing  the  Tartar  language  as  well  as  he  could  speak  and  write  Italian. 
The  Khan  became  very  fond  of  him  and. took  him  into  his  service.  What 
should  be  our  problem  next  time? 

PROBLEM:     What  were  some  of  his  duties  while  in  the  Khan's  service? 
Let  us  make  our  outline. 
4.  Marco's  trip  to   Cathay. 
1   Preparation  for  the  trip. 

1   Securing  3  priests,  letters  and  oil. 
2.  Trip  to  Khan's  land. 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  29 

1.  By  water  to  Acre. 

2.  By  land  to  Cathay. 

3.  What  seen  by  Marco. 

1.  Making  soft  muslins  at  Mosel. 

2.  Natives  gathering  diamonds. 

3.  Making  rugs,  curtains  in  Persia. 

3.  Trip  from  Khan's  land  to  palace. 

1.  News  of  their  coming  carried  by  post  runners. 

2.  Stations  where  they  rested. 

3.  Met  by  Khan  on  elephant. 

4.  Arrival  at  palace. 

1.  Customs  learned  quickly  by  Marco. 

2.  Khan's  fondness  for  Marco. 

ASSIGNMENT  :  Write  the  dialogue  between  the  priests  and  the  Polos 
before  their  return  to  Venice.  Dramatize  "Post  Runners,''  "Meeting  of 
the  Khan  and  the  Polos." 

Lesson  V. 

PROBLEM  :  What  were  some  of  Marco's  duties  while  in  the  Khan's 
service? 

PROCEDURE. 

If  Marco  was  to  be  an  ambassador  of  the  Khan,  what  would  be  some  of 
his  duties?  To  go  on  errands.  The  Emperor  became  fond  of  him,  and 
sent  him  out  to  many  parts  of  his  kingdom.  Marco  had  once  heard  him  say 
that  some  of  his  ambassadors  were  "no  better  than  fools"  because  they 
brought  such  little  news  back  from  their  trips.  "I  had  rather  be  told  the 
strange  things  and  manners  of  the  different  countries  you  have  seen  than 
merely  about  the  business  you  went  upon."  What  do  you  think  Marco 
would  do  ?  Tell  the  Khan  of  all  the  strange  things  he  saw. 

How  did  the  Khan  feel  about  this?  Very  much  pleased  with  Marco. 
Yes,  he  said  that  if  Marco  lived  he  would  certainly  be  a  man  of  great 
wealth  and  ability.  The  Khan  sent  him  on  many  errands  to  various  parts 
of  the  East.  He  visited  many  parts  of  China,  seeing  all  their  strange  cus- 
toms ;  then  went  to  Japan,  where  grew  pepper,  nutmeg,  cloves  and  other 
spices ;  then  Sumatra,  where  he  saw  wild  people,  a  wild  elephant  hunt,  the 
rhinoceros,  monkeys,  and  even  cannibals.  He  visited  Ceylon,  where  the 
people  lived  very  much  like  wild  beasts,  raised  nothing  but  rice,  but  pos- 
sessed many  beautiful  gems,  principally  rubies,  sapphires,  topazes  and 
amethysts.  From  here  he  went  to  India,  where  he  saw  a  great  pearl  fishery 
and  divers  going  down  to  the  bottom  for  pearls.  He  even  went  into  Africa. 
Locate  these  places  on  map.  Trace  Polo's  journey.  What  kind  of  people 
did  he  see  there?  Black  people  or  negroes.  Some  of  these  were  very 
wild.  He  saw  many  wild  animals,  too.  Wrhat  animals  did  he  see? 
Giraffes,  lions,  apes,  leopards  and  ostriches. 

When  he  returned  from  this  great  trip  how  do  you  think  the  Khan 
would  treat  him?  Like  a  hero.  Yes,  the  people  called  him  Messer  Marco 
Polo,  and  he  was  made  governor  of  one  of  the  Khan's  provinces.  This 
was  a  very  great  honor  indeed.  The  Polos  had  been  away  from  home 
now  for  seventeen  years.  Marco's  father  and  uncle  were  getting  old. 


30  LESSON    PLANS   IN    FOURTH    GRADE    HISTORY. 

What  would  they  wish  to  do?  Return  to  Venice.  Marco  also  thought  he 
would  like  to  return  to  Venice.  Why?  To  tell  of  his  travels. 

Why  would  the  Khan  be  unwilling  for  them  to  go?  He  wished  Marco 
to  remain  in  his  service  as  ambassador.  He  enjoyed  the  reports  of  Marco's 
travels. 

Just  about  this  time  the  Khan  of  Persia  sent  his  messengers  to  Kublai 
Khan  asking  for  the  hand  of  a  young  princess  in  marriage.  The  maiden 
was  young  and  beautiful,  and  the  Khan  feared  to  send  her  by  the  overland 
route.  Why ':  The  constant  wars  among  the  Tartars,  the  unsafe  roads, 
the  difficulty  of  travel.  What  was  the  only  way  to  go  to  Persia?  By  sea. 
What  kind  of  men  would  they  need?  Good,  trustworthy  sailors. 

The  three  Polos  were  very  skilled  in  navigation,  and  were  the  only 
trustworthy  sailors  the  Khan  could  command.  He  fitted  out  a  splendid 
squadron  of  ships,  and  dispatched  the  three  Venetians  and  the  Persians. 
What  will  be  our  problem  next  time  ? 

PROBLEM:  To  learn  if  the  Venetians  and  the  princess  reached  Persia 
safely. 

5.  Marco  in  the  Khan's  service. 

1.  Sent  to  many  parts  of  the  kingdom. 

2.  Brought  back  good  reports  of  strange  customs. 

3.  Khan  very  much  pleased. 

4.  Travels  in  other  countries. 

1.  China — saw  many  strange  customs. 

2.  Japan — saw  pepper,  nutmegs,  cloves  and  spices  growing. 

3.  Sumatra — Saw    wild   people,   a   wild   elephant    hunt,   monkeys, 

4.  Ceylon — people  lived  very  much  like  wild  beasts,   raised  noth- 

ing but  rice,  but  possessed  many  gems. 
?.  India — saw  great  pearl  fishery  and  divers. 
6.  Africa — saw  wild  animals  and  wild  black  people. 

5.  Return  to  Cathay. 

1.  Treated  like  a  hero. 

2.  Made  governor  of  province. 

ASSIGNMENTS:  Wrhat  I  would  have  enjoyed  most  with  Marco  Polo. 
Write  one  paragraph  telling  why  the  Khan  selected  the  Polos  to  escort  the 
Persians. 

Lesson  VI. 

PROBLEM  :  To  learn  if  the  Venetians  and  the  princess  reached  Persia 
safely. 

PROCEDURE. 

What  was  it  the  Polos  desired  to  do?  Return  to  Venice.  What  great 
commission  was  given  them  ?  To  escort  the  princess  and  the  messenger-  to 
Persia.  How  were  they  to  go  ?  By  water.  Why  not  by  land  ?  The  con- 
stant wars  among  the  Tartars  and  the  difficulty  in  traveling  over  unsafe 
roads. 

The  Polos  started  out  with  the  Persians.  They  sailed  for  two  long 
years,  stopping  at  Sumatra  and  India,  or  wherever  the  port  was  safe.  Of 
what  were  they  afraid?  Of  robbers.  They  passed  the  Malabar  coast,  that 
rich  land  of  pepper  and  spices.  Trace  voyage.  They  lost  600  men,  but 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  31 

the  rest  finally  arrived  safely  in  Persia.  They  had  brought  with  them  the 
Khan's  golden  tablet.  Of  what  use  was  it?  They  could  demand  supplies 
all  along  the  way.  When  they  reached  Persia  the  Persian  King  gave  them 
another  golden  tablet  for  safe  conduct  through  his  kingdom.  Indeed  he 
sent  them  forth  with  troops  of  horses  and  clever  guides,  or  they  never 
could  have  found  their  way  across  the  rough  country.  How  do  you  think 
the  princess  felt  when  it  was  time  to  bid  them  good-bye  ?  Very  sad  indeed. 
She  wept  as  they  left  her.  On  their  way  home  they  heard  that  Kublai 
Khan  had  died.  They  ha^d  left  Cathay  just  in  time.  When  they  arrived 
in  Venice  no  one  knew  them.  Why?  Marco  was  no  longer  a  young  man, 
having  been  away  about  25  years.  Nicolo  and  Maffeo  were  old  men.  They 
looked  like  the  Tartars. 

They  found  their  home  in  the  possession  of  their  cousins,  who  called 
them  imposters.  They  did  not  know  what  to  do.  Finally  they  arranged 
a  great  feast,  to  which  they  invited  many  friends.  When  the  time  arrived 
for  sitting  down  to  the  table,  they  came  forward  dressed  in  long  crimson 
satin  robes.  When  water  for  the  hands  had  been  served,  they  took  off 
their  robes  and  put  on  others  of  crimson  satin,  while  the  first  suits  were  cut 
up  and  divided  among  the  servants. 

Then  after  partaking  of  some  of  the  dishes,  they  went  out  again  and 
come  in  dressed  in  robes  of  crimson  velvet,  and  the  second  suits  were  cut 
up  and  distributed  among  the  servants.  When  the  dinner  was  over  the 
robes  of  velvet  were  also  divided  among  the  servants,  while  they  put  on 
dresses  of  the  ordinary  fashion  worn  by  the  rest  of  the  company.  When 
the  cloth  had  been  removed,  the  servants  were  ordered  from  the  hall,  and 
Marco  brought  out  the  three  shabby  dresses  they  wore  when  they  first 
arrived. 

They  took  sharp  knives  and  ripped  open  the  seam.  Out  of  these  they 
took  many  precious  stones,  rubies,  sapphires,  carbuncles,  diamonds  and 
emeralds.  Why  had  they  sewed  them  in  the  seams?  Afraid  of  robbers 
on  the  journey  home.  How  did  this  display  of  wealth  influence  the  rela- 
tions? They  knew  that  these  men  were  the  Polos.  What  do  you  think 
Marco  liked  to  tell?  About  the  wonderful  sights  he  had  seen. 

Marco  hoped  to  live  a  quiet  life  in  Venice,  where  he  could  entertain 
his  friends  talking  about  his  wonderful  travels  and  his  visit  to  the  Khan's 
home,  but  war  was  going  on  between  Venice  and  Genoa.  Marco  was 
called  upon  to  fight  for  his  country.  He  was  given  command  of  one  of 
the  war-galleys  of  the  Venetian  navy.  What  will  be  our  problem  for  next 
time. 

PROBLEM  :  To  learn  of  Marco's  adventures  in  the  war  between  Genoa 
and  Venice. 

5.  Heard  of  Khan's  death. 

6.  Voyage  to  Persia. 

1.  Acted  as  escort  to  Persians. 

2.  Went  by  sea  to  Persia. 

3.  Two  years  to  make  the  trip. 

4.  Guides  and  horses  given  by  King  of  Persia. 


32  u-:sso>:   PLANS'  ix   Forum  C.KADK   HISTORY. 

7.  In  Venice. 

1.  Found  home  in  possession  of  cousins. 
2.   Xot  recognized  by  cousins. 

3.  Distribution  of  gowns  among  servant-. 

4.  Great  wealth  of  gems  shown. 

5.  Accepted  by  friends. 

6.  Desire  to  live  quiet  life. 

7.  Appointed   commander  of   war-galley   during   war  with   Genoa. 
ASSIC.NMKXTS:     \Yliv   do  you   suppose   it  took   the   Polos   so   long   to 

reach  Persia?  What  news  did  tiny  hear  on  their  journey?  Why  did  they 
feel  that  it  was  a  good  thing  that  they  had  left  Cathay  ?  Write  one  para- 
graph telling  of  their  reception  in  Venice. 

Lesson  VII. 

PKOIH.KM  :  To  learn  of  Marco's  adventures  in  the  war  between  Genoa 
and  Venice. 

PROCEDURE. 

Why  wa-  Marco  given  command  of  one  of  the  war-galle\-?  Hi-  wa- 
skilled  in  navigation.  In  a  battle  off  Genoa  with  Venetians,  which  la-ted 
all  day.  they  were  beaten.  Marco  Polo,  with  7000  other.-,  was  taken  pris- 
oner and  put  in  chains.  Sixty--ix  of  the  Venetian  war-galley-  were  burned 
and  IS  taken  to  Genoa.  The  prisoners  were  taken  to  Genoa,  and  Marco 
was  thrown  into  prison,  lie  had  a  companion  in  pri-on.  a  gentleman  from 
Pi.-a.  To  pass  away  the  time  Marco  told  thi-  companion  of  the  marvelous 
tales  of  his  Eastern  journey.  ^The  man  was  charmed,  am!  -rliolar 

he  offered  to  write  them  down,  r-o  Marco  dicta'ted  them. 

When  the  year  was  up  Marco  had  given  us  a  book  of  valuable  informa- 
tion concerning  his  travels.  I,et  us  name  the  place-  through  which  he 
traveled.  New  places,  some  parts  of  China.  Japan.  Sumatra.  Ce\lon.  India 
and  Africa.  Why  hadn't  more  people  visited  tin.  Ka-'.  ?  Danger  and  ex- 
pense of  such  long  trips;  lack  of  knowledge-  of  earth.  If  they  wished  to 
open  up  a  better  trade,  what  would  they  hr-t  try  to  find?  A  new  and  safer 
route. 

S.   Taken  prisoner. 

1.   Battle    off    Genoa.     2.    Marco    with    7000    Venetian    prisoners.     3. 
Thrown  into  prison  at  Genoa. 

9.  Book  of  travels  written. 

1.  Companion  in  prison  wrote  while  Marco  talked.     2.  Valuable  infor- 
mation of  world  given. 

10. 'Results  of  Polo's  travels. 

1.  Rook  of  valuable  information.  2.  Aided  geography-- -new  place-, 
map-.  3.  Promoted  trade  with  i 

ASSIGNMENTS:  Why  do  you  think  Genoa  and  Venice  were  at  war? 
Why  was  Marco  given  command  of- one  of  the  war-galleys.  Some  people 
claim  that  his  imprisonment  was  a  good  thing.  Why?  Give  the  results 
of  Marco's  travels. 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  33 

PRINCE  HENRY. 
BY  MAUDE;  BEACH  SMITH. 

METHOD  OF  ATTACK. — The  children  have  studied  the  story  of  Marco 
Polo  and  the  known  world  of  the  fourteenth  century. 

Using  this  information  as  the  basis,  I  have  developed  this  plan  of  the 
study  of  Prince  Henry,  the  Navigator,  in  story  form,  asking  thought-pro- 
voking questions  at  points  where  the  children  have  sufficient  data  for 
reasoning. 

TEXT  :     Builders  of  our  Nation.     Alma  Holman  Burton. 

TEACHER'S  AIM — To  teach  the  search  for  an  ocean  route  to  the  Indies, 
and  the  influence  this  knowledge  had  upon  the  world. 

PREPARATION — Who  was  called  the  First  Geographer  of  Asia? 

What  did  he  do  for  the  world? 

What  routes  did  he  show  to  the  land  of  these  riches? 

What  other  way  did  they  travel,  except  by  land? 

Prince  Henry,  the  Navigator,  was  the  first  man  to  try  to  find  a  water 
route  to  India.  Would  you  like  to  hear  of  this  man? 

PUPII/S  AIM — To  learn  something  of  Prince  Henry,  the  Navigator, 
and  how  he  helped  to  find  a  water  route  to  the  Indies. 

To  travel  on  the  ocean  what  instrument  would  sailors  need  to  guide 
by?  Soon  after  Marco  Polo  returned  from  Asia  the  sailors  of  Southern 
Europe  began  to  use  this  instrument.  They  sailed  into  each  little  corner 
of  the  Mediterranean  Sea.  (Use  wall  map.)  But  for  one  hundred  years 
no  ships  ventured  far  on  the  Atlantic  Ocean. 

Prince  Henry's  father  was  John  the  First,  king  of  Portugal.  His 
mother  was  beautiful  Queen  Philippa,  granddaughter  of  Edward  the  Third 
of  England,  and  his  uncle  was  the  "Black  Prince,"  a  famous  knight  about 
whom  poets  loved  to  sing.  (Use  wall  map.)  Here  we  can  see  Prince 
Henry's  native  land  of  Portugal.  What  can  you  tell  me  about  its  western 
coast  ? 

Tall,  straight  timber  grew  here  which  might  be  used  for  what  purpose  ? 

With  a  long  seacoast  and  timber  for  shipbuilding,  what  might  we 
expect  the  occupation  of  the  people  to  be?  Sailors.  Yes,  they  were.  But 
whale  oil  and  dried  fish  were  all  that  the  Portuguese  sailors  brought  into 
their  ports. 

As  Prince  Henry's  father  was  a  king,  what  would  we  call  the  people 
who  gathered  around  him?  A  court.  Prince  Henry  spent  much  time  at 
his  father's  court,  where  people  from  all  parts  of  Europe  and  Asia  came 
to  visit.  What  do  you  think  the  people  who  came  from  the  East  told  of? 
Yes.  they  did  tell  of  the  splendor  of  the  East.  Do  you  think  the  King  of 
Portugal  tried  to  get  some  of  this  trade?  Yes;  they  tried  many  times,  but 
the  Italians  always  chased  them  out  of  the  Mediterranean. 

Now,  when  Prince  Henry  was  twenty-one  he  sailed  away  with  his 
father  to  the  .northern  part  of  Africa.  (Map.)  Here  some  fierce  Arabs 
lived.  They  had  conquered  Northern  Africa,  and  then  had  come  over  to 
Europe  and  conquered  Spain,  and  were  now  trying  to  capture  the  country 
west  of  Spain — Portugal.  (Map). 


34  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

When  the  King  of  Portugal  arrived  in  the  country  of  the  Moors  they 
seized  a  rich  port.  After  many  weeks  the  gates  were  torn  down,  and  Prince 
Henry  was  one  of  the  first  to  enter  the  city.  The  streets  were  flowing  with 
honey  and  oil  from  jars  that  had  been  broken  during  the  siege.  Yes; 
bales  of  silk,  caskets  of  jewels  and  boxes  of  spices  and  perfume.  These 
were  all  piled  under  the  broken  roofs  of  the  houses. 

Prince  Henry  had  heard  of  but  had  never  seen  these  riches  of  tin-  Kast. 
How  do  you  think  he  felt?  What  do  you  think  he  wished  for  his  country? 
He  knew  the  country  of  Southern  Europe  would  not  allow  him  to  use  their 
trade  routes.  What  idea  do  you  think  would  come  to  him?  "I  wonder  if 
there  is  not  some  other  route  to  India?" 

Prince  Henry  proved  himself  to  be  very  brave  during  this  war  with 
the  Moors.  What  honor  did  a  king  often  bestow  upon  a  man  when  he  was 
very  brave?  Well,  when  King  John  heard  how  brave  his  son  had  proved 
himself  to  be  he  made  him  a  knight. 

Now,  knights  always  choose  a  motto.  Prince  Henry  choose  for  his 
motto:  "The  desire  to  do  a  thing  well."  (Write  on  the  board  ». 

With  this  motto  in  mind,  I  want  you  to  take  thi>  <me»ti<>n  for  your 
next  lesson: 

"What  thing  did  Prince  Henry  want  to  do  more  than  all  others?"  Let 
us  make  a  few  points  to  help  us  to  remember  the  part  of  our  story  we  have 
heard : 

I.     The  mariner's  compass — its  effect? 

a.  Allowed  sailors  to  go  out  of  sight  of  land. 
II.     Prince  Henry's  life  at  Court. 

III.  The  war  with  the  Moors. 

a.  Prince  Henry  saw  the  riches  of  the  East. 

b.  He  wished  Portugal  might  trade  with  the  East. 

IV.  Prince  Henry  made  a  kn 

a.  His  motto:     "The  desire  to  do  a  thing  well." 
ASSIGNMENT — Copy  Board  Sketch. 

Lesson  II. 

What  man  helped  to  make  the  history  we  are  studying  about?  Prince 
Henry,  the  Navigator. 

What  are  we  trying  to  find  out?     (Aim.)     What  was  our  assignment 
for   today's    lesson?     "What    thing   did    Prince    Henry    desire    above    all 
others?"     With  this  one  idea  in  mind  trying  to  find  a  water  route  to  the 
East,   who  would  he  call   together  to  talk  it  over?     Sailors,   merch.; 
geographers  and  map-makers. 

Well,  as  soon  as  he  arrived  home  he  called  the  chief  merchants  to- 
gether. He  told  these  men  to  push  on  to  the  Kast  through  the  great  sea. 
(Wall  map.)  But  the  men  shook  their  heads.  Then  they  told  stories  of 
how  their  cargoes  had  been  plundered  and  their  ships  destroyed.  Is  there 
no  other  way?"  asked  the  Prince.  "A  way  to  India  by  water  would  be 
cheaper  than  a  caravan  route."  He  looked  at  the  map.  (Use  wall  map.) 
What  ways  might  he  suggest?  "To  the  north  around  England?"  "The 
ice  blocks  the  way,"  the  men  replied.  "To  the  south  around  Africa?" 
"No  ships  sail  beyond  Cape  Non,  my  lord,"  they  replied. 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  35 

"And  why  not  beyond?"  "The  ocean  boils!"  cried  one  merchant. 
"Hot  water  monsters  puff  steam  from  their  noses  and  swallow  a  ship  at  a 
•gulp,"  cried  another.  "Aye !  Aye !  your  highness,"  cried  a  third,  "and 
Africa  has  no  end !" 

What  could  Prince  Henry  say?  He  did  not  know  what  to  say!  But 
he  decided  then  and  there  to  find  out  all  he  could  about  the  vast,  mysterious 
ocean  which  stretched  to  the  west  and  south  of  them. 

There  is  one  little  point  of  Portugal  which  stretches  out  to  the  south- 
west. (Map.)  This  point  is  called  Point  St.  Vincent.  Here  on  a  rocky 
headland  he  built  a  tower.  He  wanted  to  start  a  school.  He  needed 
teachers.  What  kind  of  people  would  he  send  for?  Map-makers,  ship- 
builders and  people  who  had  studied  navigation.  He  spent  his  time  in 
hard  work.  What  book  might  he  have  gotten  to  tell  him  more  of  the 
East?  Marco  Polo's  book.  One  happy  day  a  copy  of  Marco  Polo's  book 
was  brought  to  him  by  his  brother,  Pedro,  the  Traveler.  Here  he  read  all 
about  China,  India  and  the  Spice  Islands,  and  was  more  determined  than 
ever  to  find  a  way  to  the  East. 

In  one  old  book  he  found  that  someone  said  Africa  was  an  island.  If 
so,  What  was  all  around  it  ?  What  hope  did  this  give  Prince;  Henry  ? 

So  Prince  Henry  drew  maps  and  sent  out  ships.  Some  of  them  sailed 
west.  Look  on  your  map  and  tell  me  what  islands  they  discovered. 
Madeira  and  Azores.  They  liked  to  sail  close  to  the  shore.  One  sailor 
sailed  a  little  beyond  Cape  Non.  Why  do  you  think  they  wished  to  go  no 
farther? 

ASSIGNMENT — Think  of  three  ways  which  Prince  Henry  might  use  to 
get  them  to  go  on.  What  topics  shall  we  add  to  our  outline? 

V.     Prince  Henry  talks  with  the  sailors. 
VI.     Old  ideas  about  Africa. 
VII.     The  School  of  Navigation  at  Point  St.  Vincent. 

a.  Marco  Polo's  book. 

VIII.     The  Madeiras  and  Azores  discovered. 
IX.     Cape  Non  reached. 

ASSIGNMENT. 

Draw  a  picture  of  the  tower  built  at  Point  St.  Vincent.  Write  about 
Prince  Henry's  school. 

,  Lesson  III. 

Where  did  we  leave  Prince  Henry  and  his  sailors  in  our  last  lesson  ? 
AIM — Today  we  are  to  find  how  Prince  Henry  finally  made  his  men 
go  on,  and  how  far  they  succeeded  in  getting  on  the  water  route  to  India. 

How  were  the  men  persuaded  to  go  beyond  Cape  Non?  Praised, 
threatened  and  rewarded.  He  did  all  of  these  things,  and  the  men  crept 
on.  Finally  they  reached  a  cape1  about  half  way  down  this  western  coast  of 
Africa.  (Map,  Bojador.)  Here  they  went  ashore.  What  kind  of  people 
would  you  expect  them  to  find  ?  People  as  black  as  night ;  with  thick  lips 
and  hair  like  wool.  Here,  too,  they  found  ivory,  gold  dust  and  nuts. 
What  would  you  expect  them  to  do  with,  these  things?  Carry  a  cargo 
home.  When  this  ship  returned  to  Point  St.  Vincent  loaded  with  cargoes 
like  those  sold  in  the  Mediterranean,  the  people  of  Portugal  were  delighted. 


36  UvSSON    PLANS    IN    FOURTH    C.RADK    HISTORY. 

How  do  you  think  the  sailors  now  felt  about  going  on  ?  Eager.  They 
did  push  eagerly  on.  A  boat  soon  passed  this  point  (map)  called  Cape 
Verde.  Here  the  coast  turns.  As  they  were  still  following  the  coast,  what 
direction  would  they  now  sail?  They  went  farther  and  farther,  always 
traveling  to  the  east,  instead  of  south.  What  old  belief  about  Africa  did 
the  sailors  think  was  true?  That  it  was  an  island.  Such  joy  as  those 
sailors  felt!  Now  they  seemed  sure  of  reaching-  India  around  Africa, 
which  must  be  an  island,  because  they  were  almost  around  three  sides. 

It  was  here,  while  the  sailors  were  eagerly  sailing  east,  sure  that  they 
were  well  on  the  way  to  an  ocean  route  to  the  Indies,  that  Prince  Henry, 
the  Navigator,  died. 

This  great  navigator  had  overcome  the  sup;r>tition  of  the  men  of  his 
time,  and  had  tried  to  give  his  country  the  trade  which  others  enjoyed. 

What  was  his  life  motto?  His  best  qualities?  Capacity  for  taking 
trouble  and  desire  to  do  well.  Had  he  fulfilled  his  motto?  What  did  he 
do  for  the  world?  He  had  started  explorers  out  to  find  an  ocean  route  to 
the  Indies.  What  titles  could  we  give  him? 

The  Navigator.  The  Knight  Who  Kept  His  Vow.  The  First  <  >cean 
Explorer  of  Asia. 

What  final  points  may  we  make  to  our  outline  of  the  work  of  this  navi- 
gator and  knight  ? 

X.     Rich  cargoes  brought  from  Africa. 
XI.     Cape  Verde  reached. 

a.  Coast  turned  eastward. 
XII.     Prince  Henry's  death. 
XIII.     His  Value  to  the  world. 

ASSIGNMENT — Pretend  that  you  are  a  pilot  on  the  ship  that  brought 
back  the  first  cargo  from  Africa,  and  tell  of  your  trip — its  clangers,  adven- 
tures, results.  On  the  base  map  copy  in  the  full  addition  to  the  world 
which  Prince  Henry  had  contributed  through  his  explorations. 

ADDITIONAL  RKrr.Ki-xc 

Prince  Henry,  the  Navigator.  By  C.  R.  P.eaxly.  Essays  in  Historical 
Criticism.  By  E.  G.  Bourne.  The  Sea  Fathers.  By  C.  R.  Markham. 
The  Discoverers  of  Prince  Henry  and  Their  Results.  By  H.  R.  Major. 

Lesson  IV. 

\IM — Today  let  us  contribute  our  ideas,  and  we  will  write  a  short  story 
of  Prince  Henry,  the  Navigator,  who  helped  to  find  an  ocean  route  to  India. 
PRiNc'i;   HKXRY,   Tin:   XAYIOATOR. 

Prince  Henry  was  the  son  of  King  John  of  Portugal.  When  he  was 
twenty-one  he  went  to  Africa  with  his  father  to  fight  against  some  fierce 
Arabs  there,  called  Moors.  Here  he  saw  some  of  the  riches  of  the  1 
He  longed  for  Portugal  to  trade  in  such  riches.  For  bravery  during  tin- 
war  with  the  Moors  his  father  made  him  a  knight.  1  le  chose  for  his  motto, 
"The  desire  to  do  a  thing-  well." 

His  one  desire  was  to  secure  the  Eastern  trade  for  Portugal.  He 
talked  with  sailors  and  map-makers.  These  men  were  afraid  to  try  to  sail 
around  Africa.  He  did  not  know  much  about  the  ocean,  so  he  c-tablMicd 
a  marine  school  at  Point  St.  Vincent.  Here  he  studied  In  time  In-  n-a<l 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  37 

Marco  Polo's  book,  and  became  more  anxious  than  ever  to  reach  the  East. 
He  sent  out  many  ships.  First  they  discovered  islands  off  the  coast 
of  Africa.  Soon  they  reached  a  point  where  they  found  a  rich  cargo  of 
negroes,  ivory,  gold  dust  and  nuts  to  bring  home.  This  made  the  people  of 
Portugal  quite  happy.  The  sailors  crept  on  until  they  reached  Cape  Verde. 
Here  the  coast  turned  to  the  east,  and  the  sailors  felt  sure  Africa  was  an 
island.  Before  they  found  out  how  large  Africa  really  is,  Prince  Henry 
died.  He  had  kept  his  motto,  and  had  started  the  search  for  an  ocean  route 
to  the  Indies. 

VASCO  DA  GAMA. 
BY  MAUDE  BEACH  SMITH. 

Lesson  I. 

METHOD  OF  ATTACK — The  pupils  have  just  completed  the  story  of 
Prince  Henry,  the  Navigator.  Using  this  story  as  the  main  theme,  I  have 
told  the  story  of  Vasco  Da  Gama,  not  as  an  individual  explorer,  but  as  one 
who  carried  out  plans  already  well  started  by  his  predecessor.  The  effect 
made  upon  the  world  by  this  voyage  may  be  developed  at  greater  length, 
determined  by  the  ability  of  the  class.  Text. 

REFERENCES. 

The  Three  Voyages  of  Vasco  Da  Gama.     By  Gostoi  Coirea. 

The  Voyages  and  Adventures  of  Vasco  Da  Gama.     By  S.  M.  Towle. 

Vasco  Da  Gama  and  His  Successors.     By  K.  S.  Jayne. 

AIM. — To  teach  the  incidents  which  show  the  great- race  for  the  Indies 
between  the  Spanish  and  Portuguese,  and  the  first  great  accomplishments 
in  discovery  made  by  Vasco  Da  Gama. 

What  lasting  monument  of  his  life  work  did  Prince  Henry  leave?  Do 
you  think  his  explorations  stopped  with  his  death?  (Map.)  What  dis- 
appointment was  in  store  for  them?  What  old  belief  concerning  Africa 
might  they  recall? 

Slowly  creeping  down  the  coast  it  was  a  Portuguese  named  Diaz  who 
finally  rounded  the  southernmost  point  of  Africa.  (Map.)  Here  he  en- 
countered such  terrible  storms  that  he  returned  to  Portugal.  When  he 
made  his  report  to  the  king  he  called  the  point  around  which  he  had  sailed 
the  Cape  of  Storms.  The  King  of  Portugal  corrected  him,  saying:  "No, 
say  the  Cape  of  Good  Hope."  Why?  Because  now  he  had  good  hope  of 
reaching  India. 

For  ten  years  following  Diaz's  voyage  no  further  explorations  were 
made  from  Point  St.  Vincent.  What  had  happened  to  the  desire  of  Prince 
Henry?  (Still  not  carried  out.)  It  remained  for  a  gentleman  of  the 
court  by  the  name  of  Vasco  Da  Gama  finally  to  carry  out  the  "great  desire" 
of  Prince  Henry,  the  Navigator.  Would  you  like  to  hear  of  his  voyage? 

PUPIL'S  AIM — To  find  how  Prince  Henry's  desire  of  an  ocean  route 
to  India  was  finally  realized  by  Vasco  Da  Gama. 

What  recent  voyage  had  they  to  build  up  their  hopes?  Diaz's  rounding 
the  Cape  of  Good  Hope.  Ten  years  after  this  voyage  news  came  to  the 
court  of  Portugal  that  Christopher  Columbus  was  trying  to  reach  India  by 
sailing  in  what  direction?  (Map.)  West.  How  do  you  think  this  news 


38  LESSON    PLANS    IN    FOURTH    GRADK     HISTORY. 

affected  the  King  of  Portugal?  He  determined  once  more  to  take  up  the 
old  method  started  by  Prince  Henry.  What  \vas  that? 

To  do  this  he  chose  a  gentleman  of  his  court  named  Vasco  Da  damn 
to  attempt  the  eastern  route  to  India.  \Yhat  equipment  would  Da  Gama 
need?  He  took  three  vessels:  San  Gabriel.  San  Rafael  and  Birris,  and 
about  sixty  men.  Do  you  think  this  was  a  dangerous  voyage?  What  did 
he  expect  to  meet  when  he  rounded  the  Cape  of  Good  Hope?  Storms. 
How  had  the  Portuguese  sailors  always  sailed?  Do  you  think  he  would 
do  that  now?  No.  lie  steered  straight  for  the  Cape  Verde  I>lands. 
(Map.)  Then  what  direction  did  he  steer?  He  reached  a  little  bay  north 
of  the  Cape  of  Good  Hope.  Hero,  as  he  l>e;an  to  round  the  cape,  he  met 
with  the  same  trouble  which  Diaz  had.  What  was  that?  Storms  and 
heavy  winds.  Finally,  after  fighting  these  winds,  he  succeeded  in  rounding 
the  cape  and  started  up  the  eastern  coa.-t  of  Africa.  Did  he  hu;  the  coa>t 
now?  (Map.)  Why?  Because  he  was  on  new  and  unfamiliar  waters. 
Did  he  know  what  direction  India  was  from  there?  How  might  he  find 
out?  Keep  sailing  until  he  happened  to  find  it  or  go  ashore  and  ask  the 
natives.  He  did  the  latter;  he  went  ashore  and  asked  the  nati\ 

What  kind  of  people  do  you  think  he  found  on  this  eastern  coast  of 
Afiica?  Negroes,  yes.  Moors,  they  were  called.  Where  have  you  heard 
of  Moors  before?  Do  you  think  these  Moors  liked  Christians?  No. 
What  might  they  try  to  do  to  Da  Gama  and  his  men?  This  made  it  very 
difficult  for  Vasco  Da  Gama.  He  stopped  at  many  places,  meeting  the 
same  hostility  everywhere.  Many  of  these  Moors  were  sailors,  and  Yaso> 
Da  Gama  saw  products  of  the  East  in  their  ports.  He  wished  one  of  these 
men  to  come  on  board  and  steer  his  boat  to  Calicut.  What  do  we  call  the 
man  who  steers  a  boat ?  A  pilot.  After -trying  u:  '''.illy  many  places 

to  secure  a  pilot,  what  do  you  think  Vasco  Da  Gama  did?  Kept  0:1  sailing 
around  the  coast.  So  he  did,  and  we  will  hear  in  our  next  lesson  how  he 
finally  gained  success  by  his  perseverance. 

What  have  you  learned  of  Vasco  Da  Gama  in  our  lesson  of  today:1 

SUMMARY. 
I.     Vasco  Da  Gama  chosen  to  continue  Prince  Henry's  work. 

1.  Three  vessels — San  Gabriel,   San  Rafael.  Rirris.     2.   About   f;0 
men. 

II.     His  bravery. 

1.  Steered  for  the  open  ocean. 
III.     His  difficulties. 

1.  The  heavy  winds  at  Cape  of  Good  Hope.     2.  The  Moors  re- 
fused help.     3.  Need  of  a  pilot. 

;r,NMi:xT — Copy  board  sketch  of  Vasco  Da  Gama's  voyage.  Show 
his  progress  by  dotted  lines.  Draw  a  sailboat  like  the  one  you  think  Vasco 
Da  Gama  used. 

Lesson  II. 

Tell  me  where  we  left  Vasco  Da  Gama  in  our  lesson  of  yesterday? 
On  the  eastern  coast  of  Africa.  For  what  was  he  seeking?  Was  he  suc- 
cessful ? 


PLANS  IN  FOURTH  GRADE  HISTORY.  39 

AIM- — Today  we  are  to  find  out  how  Vasco  Da  Gama  finally  reached 
India. 

He  landed  four  times  along  the  coast  trying  to  obtain  a  pilot.  He 
had  been  away  from  home  almost  a  year.  What  else  do  you  think  he  might 
be  in  need  of?  (Provisions.)  He  and  his  men  had  scarcely  enough  left  to 
keep  them  alive.  Finally  he  arrived  at  Melinda.  (Map.)  Here  he  got 
both — a  pilot  and  provisions. 

His  pilot  was  an  Indian,  who  was  quite  familiar  with  the  voyage  to 
Calicut.  (Use  map.)  How  long  do  you  think  it  took  them  to  go  from 
Melinda  to  Calicut?  It  really  took  them  twenty-three  days.  In  May, 
1498,  Vasco  Da  Gama  arrived  in  Calicut.  This  result  was  the  completion 
of  whose  work  ?  Prince  Henry,  the  Navigator.  Do  you  think  the  Eastern 
traders,  who  were  getting  rich  by  using  land  routes,  were  glad  to  see  these 
Portuguese  sailors?  No,  they  treated  them  as  pirates,  for  they  saw  that 
they  were  dangerous  rivals.  Why  had  Vasco  Da  Gama  made  this  voyage? 
To  trade  with  the  East.  What,  then,  must  he  do  ?  Win  over  the  Eastern 
traders.  He  did  talk  plainly  to  them,  and  finally  persuaded  them  that  it 
would  be  well  for  them  to  trade  with  Portugal.  Then,  having  "accom- 
plished his  desire,"  he  set  out  for  home. 

He  arrived  in  Lisbon  in  1499,  having  spent  no  less  than  two  years  on 
the  voyage.  Can  you  imagine  how  he  was  received? 

By  this  time  Columbus  had  made  several  voyag'es,  and  it  was  known 
that  he  had  not  reached  India.  Therefore,  in  the  great  race  for  an  ocean 
route  to  India,  what  country  won?  Portugal.  How  do  you  think  the  King 
of  Portugal  received  Vasco  Da  Gama?  With  great  favor.  What  might  he 
do  to  show  his  appreciation  of  his  work?  He  appointed  him  Admiral  of 
the  Indies.  What  was  the  effect  of  this  voyage? 

1.  The  growth  of  Portugal. 

2.  The  decrease  of  the  trade  of  the  Mediterranean  cities. 

3.  The  downfall  of  Venice.     ("When  the  news  reached  Venice  the 

whole  city  felt  it  greatly,  and  remained  stupified,  and  the  wisest 
held  it  as  the  worst  news  that  had  ever  arrived." 
What  points,  gained  in  today's  lesson,  may  we  add  to  our  outline  ? 
IV.     A  pilot  secured  at  Melinda. 

1.  Reached  Calicut  in  23  days. 
V.     Arrival  in  Calicut,  May,  1498. 

1.  Treated  as  pirates.     2.  Business  arrangements  made. 
VI.     Sailed  for  home. 
VII.     Arrived  in  Lisbon  1499. 
1.  Reception. 

a.  By  people,     b.  By  the  king. 
VIII.     The  effect  of  the  voyage. 

1.  Upon  Portugal.    2.  Upon  Southern  Europe.    3.  Upon  Venice. 

4.  Upon  the  world. 

ASSIGNMENT — What  knowledge  did  Vasco  Da  Gama's  voyage  give  to 
the  world?  On  base  map  show,  by  dotted  line,  Vasco  Da  Gama's  voyage^ 


CHRISTOPHER 

BY  MAKGARET  F.  COE 

TEACHER'S  AIM — To  teach  that  the  voyages  of  Columbus  were  the 
result  of  his  own  thinking  and  daring,  combined  with  the  knowledge  of  the 
world  possessed  at  that  time ;  also  to  show  the  results  of  these  voyages. 

Preparation. 

For  what  had  the  people  of  Europe  been  searching  during  so  many 
years?  In  what  direction  had  they  been  sailing?  What  man  did  much  to 
help  this  along?  In  what  country  did  he  live?  Then,  in  what  direction 
do  you  think  all  Portuguese  navigators  would  sail  in  hunting  this  new  route? 

If  you  were  in  Europe  (refer  to  'globe),  could  you  reach  the  East  in 
any  other  way  than  by  traveling  in  an  easterly  direction?  If  you  were  in 
Europe  you  could  reach  the  East  by  sailing  west,  because  the  earth  is  round. 
Did  the  people  in  the  fifteenth  century  know  that?  Those  people  in  the 
fifteenth  century  knew  that,  but  supposed  the  earth  to  be  much  smaller  than 
it  really  is.  What  was  their  idea  about  the  size  of  the  earth.  I'.elieving 
that,  what  would  some  men  probably  want  to  do?  This  would  make  the 
trip  comparatively  short,  so  someone  would  probably  want  to  undertake  it. 

PUPIL'S  AIM — Would  you  like  to  hear  the  story  of  the  first  discoverer 
who  tried  to  find  a  west  way  to  India?  You  have  already  heard  of  him 
as  the  man  who  discovered  America.  Who  was  he?  But  now  we  are 
going  to  think  of  him  as  the  man  who  did  what? 

Presentation. 

What  are  some  of  the  things  you  already  know  about  Columbus;' 
Home,  parents,  boyhood,  Genoa,  opportunity  for  becoming  familiar  with 
the  water,  and  talking  with  sailors.  Living  on  the  shore  of  the  sea,  what 
did  it  lead  him  to  think  about  becoming  when  a  man? 

What  are  some  of  the  things  a  sailor  needs?  A  sailor  needs  maps, 
instruments  and  ships. 

What  instruments  had  they  in  those  times?     Would  we  be  satisfied 
with  such  instruments?     Why  not?     In  those  days  they  had  the  com; 
and  the  astrolabe  (illustrate),  which  served  for  them,  but   would  not  be 
sufficient  for  us. 

How  much  of  the  world  was  then  known?  Only  southern  and  western 
Europe,  southern  Asia,  and  northern  Africa  were  then  known. 

What  do  you  know  of  the  maps  they  had  in  those  days?  Their  maps 
were  very,  very  crude  (Toscanelli).  Being  interested  in  the  sea,  what  use 
did  Columbus  make  of  these  maps?  Columbus  obtained  and  studied  these, 
then  made  others  for  his  own  use?  What  could  he  do  that  would  be  better 
than  using  other  men's  maps? 

After  he  had  his  instruments  and  maps,  what  did  Columbus  still  need? 
Columbus  still  needed  ships,  which  were  very  expensive  .to  fit  out,  because 
of  the  building,  etc.  He  was  too  poor  to  do  this  himself,  so  he  went  to  the 
King  of  Portugal.  What  would  Columbus  have  to  do  before  the  king 
would  promise  aid?  In  which  route  do  you  think  this  king  was  more  inter- 
ested— the  southeastern  or  the  western?  For  which  would  he  rather  fit 
out  ships?  What  answer,  then,  did  he  give  Columbus? 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  41 

Columbus  showed  his  maps  and  told  his  plans,  but  the  Portuguese  King 
was  more  interested  in  the  southeastern  route,  so  he  refused  to  help 
Columbus. 

To  whom  would  this  Genoese  naturally  turn  next?  He  next  appealed 
to  the  two  Italian  cities,  Venice  and  Genoa,  but  was  again  unsuccessful. 
Knowing  the  condition  of  trade  then,  would  you  say  these  cities  had  any 
money  to  spend  on  such  a  venture?  What  was  their  answer? 

After  Columbus  had  planned  and  dreamed  and  hoped  about  it  all  this 
time,  how  do  you  think  it  made  him  feel?  This  was  very  discouraging, 
but  Columbus  determined  to  go  to  King  Ferdinad  and  Queen  Isabella  of 
Spain.  They  asked  Columbus  to  wait  until  the  close  of  the  war  with  the 
Moors.  He  waited  for  seven  years,  which  time  he  spent  in  study  and 
preparation. 

At  the  end  of  seven  years  the  queen  persuaded  the  king  to  help  ColumJ 
bus.  He  then  received  ships  from  Ferdinand.  What  would  he  do  for 
him?  Describe  and  show  pictures  of  ships. 

What  else  would  be  needed  before  he  could  start?  Men  were  needed, 
but  were  unwilling  to  go  on  account  of  their  superstitious  fear  of  the  un- 
known sea.  So  prisoners  were  released,  who  served  as  a  crew.  Why 
would  men  not  be  anxious  to  go.  Tell  of  crew  obtained.  They  sailed 
from  the  port  of  Palos  (locate)  on  August  3,  1492.  Tell  of  voyage,  trace 
world  map. 

How  did  the  men  begin  to  feel  at  the  end  of  a  month  or  so?  What 
trouble  would  this  give  Columbus  ?  The  men  became  frightened  and  quar- 
relsome, which  gave  Columbus  much  trouble. 

Just  about  this  time  they  saw  something  that  gave  them  much  joy  and 
hope.  What  might  it  be?  Soon  afterward  they  saw  a  flock  of  birds,  then 
a  piece  of  carved  wood  and  a  bunch  of  berries,  indications  that  they  were 
nearing  land.  What  would  you  like  to  hear  of  their  doing  next?  Tell  of 
landing — locate  on  map. 

In  this  zone  what  did  they  find  growing  on  these  islands?  The  men 
found  palm  trees,  fruits,  berries,  etc.  What  people  did  they  find  here? 
Here  they  found  savages,  who  seemed  very  odd  and  strange  to  them.  Sup- 
posing the  country  to  be  India,  Columbus  called  these  people  Indians.  Had 
these  men  ever  seen  Indians  before?  What  would  they  think  of  them? 
What  country  did  Columbus  think  he  had  reached?  What  would  you  call 
the  people  who  live  in  India?  Who  will  now  tell  us  how  these  people  came 
to  be  called  Indians? 

What  had  Columbus  expected  to  find  in  India?  One  thing  for  which 
Columbus  was  hunting  was  spices.  He  found  bark  and  berries  much  like 
spices,  so  he  naturally  supposed  he  was  in  India.  What  does  that  help  you 
to  understand? 

What  else  were  these  Spaniards  even  more  greedy  for  than  spices? 
These  men  were  greedy  for  gold,  so  they  bartered  for  the  ornaments  which 
they  saw  the  Indians  wearing.  Then  they  inquired  where  the  gold  had  been 
obtained.  The  Indians  pointed  out  the  direction,  so  what  would  the  Span- 
iards do?  They  sailed  around  and  searched  in  the  direction  indicated  by 
the  Indians.  They  found  only  a  little  gold,  but  had  a  splendid  opportunity 
to  see  the  islands. 


42  LESSON    PLANS   IN    FOURTH    GRADE   HISTORY. 

What  would  the  people  have  said  if  Columbus  had  just  gone  home  and 
told  of  all  he  had  seen?  What  could  he  do  to  prove  all  he  might  tell? 
The  people  would  have  doubted  Columbus  if  he  had  just  told  what  he  had 
seen,  so  he  took  back  some  Indians  and  curious  things,  besides  a  little  bit 
of  gold. 

He  left  some  of  his  men  in  a  fort  in  Haiti  (locate),  and  after  a  stormy 
voyage  reached  Spain  in  the  spring.  How  do  you  think  he  was  received? 
Columbus  was  given  a  warm  welcome  and  honored. 

What  would  Ferdinand  and  Isabella  want  him  to  do  next0  Tell 
briefly  of  points  touched  on  subsequent  voyages,  and  lack  of  gold  and  other 
wealth. 

Would  you  say  that  Columbus  succeeded  in  getting  what  th-  people 
wanted  most  of  all?  How  would  they  feel  toward  him?  When  Colnmlms 
failed  to  find  quantities  of  gold  the  people  became  impatient  and  di^'iMcd 
with  him.  How  do  you  think  this  affected  Columbus  the  rest  of  hi-  life_? 
This  made  him  sad  and  broken-hearted.  He  died  believing  he  had  seen 
what  land?  He  died  with  the  mistaken  idea  that  he  had  seen  India. 

GENERALIZATION. 

What  was  it  that  Columbus  started  out  to  do?  Which  do  yon  think 
is  the  grander,  bigger  thing — what  he  thought  he  had  done,  or  what  he 
really  did  so?  It  was  more  wonderful  to  discover  a  new  land  than  to  dis- 
cover a  mw  way  to  a  land  already  known.  What  would  yon  say  was  the 
bravest  thing  Columbus  did?  Columbus  was  very  brave  to  venture  across 
the  Atlantic  Ocean  as  he  did.  and  this  led  many  other  men  to  follow  hi.- 
example.  What  effect  would  this  have  on  other  explorers  and  navigat' 

Do  you  think  what  Columbus  did  was  of  greater  or  less  importance 
than  finding  gold  and  riches?  What,  then,  is  one  of  the  great  things  we 
shall  want  to  remember  about  Columbus? 

BIGITICXKT8. 

Trace  routes  on  map.  Read  story  in  Beginners'  American  History. 
Draw  very  simply  or  model  ships  in  clay.  Make  book,  usin?  cuttings  of 
ships  to  decorate  back.  Put  record  in  notebooks  in  the  form  of  an  outline, 
a  summary  or  class  story.  Follow  with  Joaquin  Miller's  poem  in  literature 
period.  Pure  language  in  the  form  of  a  class  story,  such  as  the  following : 

THE   VOYAGE. 

It  was  a  great  day  in  the  town  of  Polos.  Soon  after  sunrise  a  large 
and  excited  crowd  had  gathered  down  by  the  water's  edge.  Everyone  was 
eagerly  gazing  at  three  small  ships  which  were  lying  at  anchor  in  the  harbor. 
"It  is  a  shame  to  venture  out  into  the  Sea  of  Darkness  with  such  splendid 
caravels,"  said  one  of  the  men.  "Let  the  dreamer  have  his  way,"  replied 
another. 

Just  then  the  crowd  parted,  to  allow  a  mrnlicr  of  men  to  pass  through. 
on  their  way  to  the  ships.     At  the  head  of  this  procession  walked  Chi 
pher  Columbus.     "What  a  noble-looking  man  he  is."  exclaimed  nnny  per- 
sons.    "This  is  indeed  a  happy  day  for  him;  small   wonder  that  he  1. 
himself  so  proudly."     Following  Columbus  were  more  than  a  hundred  con- 
victs, who  had  been  released  from  prison  to  undertake  thi-  .     Their 
step  was  light,  and  their  eyes  sparkled  at  the  thought  of  tlivir  gcw  d  fortune. 


LESSON  PLANS  IN  FOURTH  GRADE  HISTORY.  43 

A  short  while  later  the  little  ships  weighed  anchor,  as  the  people  on 
the  shore  waved  farewell.  After  a  few  hours  Spain  was  no  longer  in  sight ; 
only  the  great  tossing  ocean  was  to  be  seen.  Now  and  then  a  large  wave 
would  roll  up  and  toss  the  ships  from  side  to  side.  Sometimes  the  water 
was  bright  and  shining;  again  it  would  be  a  deep  green  or  a  dull  gray. 

Once  these  men  stopped  to  mend  the  broken  rudder  of  the  Pinta.  At 
another  time  a  wonderful  meteor  fell  into  the  sea.  Later  they  saw  a  great 
quantity  of  beautiful  seaweed.  One  day,  however,  the  compass  needle 
turned,  and  the  crew  became  very  much  frightened.  They  begged  very 
earnestly  to  be  allowed  to  return  home.  "Sail  on,"  was  Columbus'  only 
reply.  A  little  later  all  of  the  men  rejoiced  to  see  two  birds  flying  around 
in  the  distance.  "Surely  land  is  near,"  they  said.  By  and  by  a  piece  of 
carved  wood  and  a  bunch  of  berries  floated  by.  "Our  long1  voyage  must  be 
nearly  over,"  the  crew  all  said.  Everyone  watched  most  eagerly  for  a  sight 
of  land.  The  next  day  one  of  the  sailors  shouted  from  the  mast  of  the 
Pinta:  "A  cloud  seems  to  be  resting  yonder  on  the  edge  of  the  water. 
Keep  a  sharp  lookout  for  land."  In  the  middle  of  the  following  night 
Columbus  cried  out  joyfully:  "A  light!  a  light!"  The  men  all  rushed  out 
and  gazed  at  it  a  moment  with  great  gladness  in  their  hearts,  then  burst 
forth  into  hymns  of  praise. 

ILLUSTRATED  MATERIAL. 

Have  some  child  make  an  enlarged  illustration  of  one  or  more  of 
Columbus'  ships.  Simple  compass. 

BIBLIOGRAPHY. 

Story  of  Geographical  Discovery — Jacobs — Chapters  IV  and  VII. 

Builders  'of  Our  Nation — Burton — Chapter  IV. 

CLASS  STORY. 
COLUMBUS. 

Christopher  Columbus  was  born  in  Genoa,  in  Italy.  When  a  boy 
he  wanted  to  be  a  sailor.  When  he  was  a  man  he  was  one  of  the  great 
navigators  of  Europe.  Columbus  believed  that  the  world  was  round.  He 
thought  he  could  reach  India  by  sailing  west.  He  wanted  to  prove  this, 
but  was  not  able  to  furnish  ships. 

The  King  of  Italy  would  not  aid  him,  so  he  went  to  Portugal.  He  met 
with  no  success  there,  so  he  went  to  Spain.  The  Queen  became  interested 
in  his  plan  and  helped  him  get  three  ships  ready  for  a  voyage  west  across 
the  sea  of  darkness. 

He  left  Palos  August  3,  1492,  and  after  a  rough,  hard  voyage  he 
landed  on  an  island  October  12,  1492.  He  thought  he  had  reached  a  part 
of  Asia,  and  he  named  the  island  San  Salvador.  He  called  the  people 
Indians.  Columbus  made  three  more  trips  to  the  West  Indies,  but  he  never 
knew  he  had  discovered  a  new  country. 

COLUMBUS'  HOME 

I.     Columbus'  home. 

1.  Genoa.     2.  Trading  center. 
II.     Columbus  becomes  a  sailor. 

1.   Studied  at  Prince  Henry's  School, 
a.  Sir  John  Mandeville's  book. 


44  LESSON    PLANS    IX    FOURTH    GRADK    HISTORY. 

III.  Columbus'  maps. 

1.     The  earth  is  round. 

a.  One-half  its  real  size. 

IV.  Columbus'  plans. 

1.  Reach  India  by  sailing  west. 

a.  Columbus  asks  for  help. 

b.  Portugal  and  Genoa. 
V.     The  queen. 

VI.     Columbus  sails. 

1.  The  people  cheer. 
VII.     The  voyage. 

1.  Fears  of  the  sailors. 

2.  Mutiny  aboard. 

3.  Signs  of  land. 

1.  Land   birds.     2.  Spray   of    berries.     3.  Cane   carved   by 

human  hands. 
VIII.     Discovery  of  land. 

1.  Landing  on  island. 

a.  Who  lived  there? 

Copper-colored  people;  straight  black  hair. 
b.  Names  to  island  and  people. 
IX.     Return  to  Spain. 

A  reception. 
X.     Later  voyages. 
XI.     Columbus'  death. 

AMKI:H;<>   Vi  SIT«  <  i 
BY  MARY  V.  MATACOTTA. 

Amerigo  Vespucci  was  born  in  Florence,  Italy,  March  9,  1451.  His 
parents,  who  had  been  rich,  were  now  poor,  but  very  proud,  and  anxious 
for  Amerigo  to  build  up  the  fortune  of  the  family  again.  His  father 
wished  him  to  be  a  banker,  and  his  uncle,  hearing  of  this,  agreed  to  educate 
him.  So  Amerigo  was  sent  to  the  school  for  the  sons  of  the  noble  that 
his  uncle  had  opened.  Here  he  was  taught  languages,  mathematics,  astron- 
omy and  geography.  His  uncle  also  taught  him  how  to  be  friendly  with 
all  people,  because  as  a  banker  he  would  do  business  with  people  of  different 
countries. 

While  studying  geography  Amerigo  felt  he  would  like  to  cross  the 
unknown  sea  about  which  he  had  read.  When  he  left  school  he  knew  more 
about  geography  than  any  other  person  of  his  time. 

Amerigo  was  placed  as  a  clerk  in  a  large  banking-house  of  the  Medici 
in  Florence ;  then  he  was  sent  in  1490  by  Lorenzo  di  Medici  to  Spain  as  his 
agent  to  a  bank.  While  working  in  this  bank  he  still  worked  at  maps,  charts 
and  read  Marco  Polo's  Book  of  Travels. 

When  Amerigo  saw  Columbus  sail  away  he  was  very  much  disap- 
pointed, as  he  had  wished  to  be  the  first  one  to  cross  the  unknown  sea.  When 
Columbus  returned  from  his  voyage  he  told  Amerigo  of  the  new  land  he 
had  discovered. 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  45 

In  1492  Amerigo  left  the  bank  and  worked  for  a  Florentine  merchant 
who  fitted  out  fleets  for  expeditions.  Amerigo  helped  to  fit  out  the  fleet 
for  Columbus'  second  voyage,  and  he  went  with  Columbus  on  this  voyage. 

After  Columbus'  third  voyage  a  Spanish  gentleman  sent  Amerigo  to 
find  a  strait  to  India.  Amerigo  was  unsuccessful,  but  landed  on  the  north 
coast  of  South  America,  then  returned  to  Spain. 

Then  the  King  of  Portugal  sent  Amerigo  to  explore  this  new  land. 
When  Amerigo  returned  to  Portugal  he  told  of  his  discoveries,  and  Walds- 
muller  wrote  an  account  of  these  discoveries,  and  suggested  that  the  New 
World  be  called  after  Amerigo  Vespucci,  America,  and  so  the  New  World 
was  called  America. 

REFERENCES : 

Vespucci— Frederick  A.  Ober.  Story  of  Geographical  Discovery — 
Jacobs.  Discovery  of  America — John  Fiske.  Encyclopedia  Britannica. 

Name  the  men  whom  we  have  studied  who  have  crossed  the  ocean. 

• 

Should  you  like  to  hear  of  another  man  who  crossed  the  ocean?  Show 
picture  of  Amerigo  Vespucci.  If  we  want  to  study  about  a  man,  what  is 
the  first  thing  we  like  to  know?  (His  early  life.)  Listen,  I  shall  tell 
(read)  to  you  about  the  man's  early  life.  (Tell  the  part). 

What  is  his  name?  Amerigo  Vespucci.  What  was  he  if  he  crossed 
the  ocean?  A  navigator. 

Where  and  when  was  he  born?  Florence,  Italy,  1451.  What  about 
his  parents?  Parents  poor,  but  proud.  What  did  they  expect  Amerigo 
to  do?  Build  up  fortune. 

Read  next  part. 

What  would  be  the  next  thing  we  would  want  to  know?  About  his 
education.  What  did  father  want  him  to  be?  Banker.  Who  educated 
him?  Uncle  educated  him  in  his  school  for  nobles.  What  did  he  learn 
at  school?  Mathematics,  astronomy,  geography,  languages,  to  be 
friendly  with  people.  What  did  he  like  best?  Liked  geography  best. 

Read  next  part. 

What  position  did  he  hold  in  Florence?  Clerk  in  banking  house. 
He  leaves  Florence.  Goes  to  Spain  as  agent  for  Di  Medici.  How  many 
would  like  to  find  out  why?  Fitting  out  vessels.  You  may  look  in 
your  encyclopedia  (home  or  school)  and  see  how  he  came  to  leave  Florence, 
and  what  he  did  in  the  new  place.  Read  last  part. 

Why  was  Amerigo  unhappy  when  Columbus  sailed  away?  Wanted  to 
sail  across  the  unknown  sea?  How  did  it  happen  that  he  sailed  with  Colum- 
bus? Helped  to  fit  out  vessels  and  sailed  with  C.  What  did  the  Spanish 
gentleman  send  Vespucci  to  find?  A  strait. 

What  did  Amerigo  tell  when  he  returned  to  Spain?  Unsuccessful, 
but  landed  on  north  coast  of  South  America.  What  did  King  of  Portugal 
do  when  he  heard  of  Vespucci's  voyage?  Asked  Amerigo  Vespucci  to  ex- 
plore this  land. 

What  did  Amerigo  Vespucci  do  when  he  returned  to  Portugal?  Told 
of  discoveries.  How  did  this  help  America  to  get  its  name?  Waldsmul- 
ler  wrote  an  account,  and  said  to  call  New  World  America. 


46  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

I.     Early  life. 

1.  Born  in  Florence,  Italy,  1451. 

2.  Parents  poor  but  proud. 

3.  Wished  him  to  be  a  banker. 
II.     Education. 

1.  Educated  by  uncle  in  school  for  nobles. 

2.  Learned  mathematics,  astronomy,  geography  and   languages. 
III.     Later  life. 

1.  Became  clerk  in  banking  house  in  Florence. 

2.  Went  to  Spain  as  agent  for  Di  Medica. 

3.  Came  to  America  with  Columbus. 

4.  Told  of  America. 

5.  America  named  for  Amerigo  Vespucci  by  Waldmuller  in  book. 

ASSIGNMENTS. 

Look  in  Encyclopedia  and  find  out  about  Amerigo  Vespucci's  educa- 
tion. Find  out  why  he  left  Florence.  Look  for  pictures  of  Amerigo  Ves- 
pucci, Columbus,  ships  of  that  time,  Spain,  Italy. 

Globe — Trace  journey  of  Amerigo  from  Florence  to  Seville.  Trace 
journey  of  Columbus  and  Amerigo  on  second  voyage.  Trace  journey  of 
Amerigo  to  South  America. 

Map — Locate  Florence,  Seville.     Trace  different  journeys. 

JOHN  CABOT. 
BY  EMMA  K.  DUNPHV. 

TEACHER'S  AIM. — To  teach  how  the  English  claimed  the  coast  of 
North  America  through  John  Cabot. 

CHILDREN'S  AIM. — To  hear  of  one  who  really  came  to  America. 

PREPARATION. — Review  the  story  of  Columbus.  \Ye  found  out  that 
Columbus  discovered  the  West  Indies.  Now,  wouldn't  you  like  to  hear  of 
a  man  who  really  came  to  America?  We  are  going  to  study  about  John 
Cabot. 

PROCEDURE. 

Do  you  know  of  anyone  who  was  born  in  Genoa?  Columbus.  Where 
is  Genoa?  Show  on  map.  Cabot  was  born  in  the  same  place  in  1450. 
What  century  was  that?  Fifteenth.  How  old  was  he  when  Columbus 
discovered  the  West  Indies?  Forty-two  years  old. 

He  afterwards  moved  to  a  city  from  which  Marco  Polo  sailed.  What 
city  was  it?  Venice.  Locate  on  map.  What  do  you  think  he  engaged  in 
while  there?  Trade.  Why?  Venice  a  great  trading  center. 

Later  he  moved  to  Bristol,  England.  Teacher  show  on  map.  While 
there  he  was  appointed  to  a  high  office.  By  this  time  where  do  you  think 
the  news  of  the  discovery  of  the  West  Indies  by  Columbus  had  spread? 
England.  Where  did  Columbus  think  he  had  reached?  India.  What 
did  this  make  Cabot  want  to  do?  Find  a  shorter  route  to  the  Indies.  To 
whom  did  he  go  for  permission?  King  of  England. 

Columbus,  you  know,  sailed  west.  Cabot  then  proposed  to  go  in  what 
direction?  Northwest.  Why  did  he  plan  to  go  northwest?  Shorter  route. 

In  March,  1496,  King  Henry  VII  issued  Cabot  letters  authorizing  him 
to  take  possession  of  any  lands  which  he  discovered  in  the  western  seas. 


PLANS  IN  FOURTH  GRADE  HISTORY.  47 

What  preparation  did  he  need?  Ships,  provisions,  crew.  He  also 
took  his  three  sons,  Lewis,  Sebastian  and  Sancto,  as  companions.  From 
what  place  did  they  sail?  Bristol,  England.  When  did  they  set  sail? 
Spring  1497.  How  many  years  after  Columbus  discovered  the  West 
Indies?  About  four  and  a  half  years.  In  what  direction  did  they  goi 
Northwest.  Where  did  they  hope  to  go?  India  and  Spice  Islands.  To 
whom  were  these  parts  then  known?  To  Europe.  What  had  Columbus 
failed  to  do?  Failed  to  reach  them. 

Toward  the  last  of  June,  one  bright  morning,  they  saw  land  in  the  west. 
It  was  probably  Labrador.  Teacher  locate  on  map.  Cabot  named  it  "The 
Land  First  Seen." 

What  had  Cabot  really  done?  Discovered  the  continent  of  North 
America.  How  did  this  continent  then  look?  A  great  lonely  land  full  of 
forests. 

He  then  went  on  shore  with  his  crew  and  sons;  set  up  a  large  cross 
and  two  flagpoles. 

On  each  pole  he  hoisted  a  flag.  What  flags  do1  you  think  they  were  ? 
English  flag,  flag  of  Venice.  Why  these  flags?  Now,  in  whose  name  do 
you  think  he  took  possession  of  the  land?  Name  of  England. 

It  was  in  this  way  that  the  English  claimed  the  eastern  coast  of  Nortji 
America. 

They  then  sailed  around  the  Gulf  of  St.  Lawrence  trying  to  find  a  pas- 
sage to  what  places?  India  and  Spice  Islands.  What  was  the  result? 
They  failed  to  find  this  passage.  Locate  Gulf  of  St.  Lawrence.  What 
did  they  then  do?  Returned  to  England. 

They  carried  back  with  them  some  Indian  traps,  an  American  bird 
and  the  rib  of  a  whale,  which  they  had  found  on  the  coast  of  Labrador. 

What  did  the  king  think  of  his  discoveries.  Well  pleased.  What  title 
of  honor  was  given  to  Cabot?  Lord  Admiral. 

About  a  year  later  the  Cabots  set  out  for  a  second  voyage  to  colonize 
the  lands  which  they  had  found.  All  but  one  of  the  vessels  were  destroyed 
by  storm. 

The  story  of  the  voyages  along1  the  Atlantic  coast  of  North  America 
probably  refer  to  the  one  undertaken  by  his  son,  Sebastian  Cabot. 

Read  the  story  from  The  Child's  Book  of  American  History,  by  Blais- 
dell  and  Ball,  "John  Cabot,  the  Merchant." 

JOHN  CABOT.,  THE  MERCHANT. 

When  Columbus  was  becoming  famous  as  a  sailor  there  lived  in  Eng- 
land an  Italian  by  the  name  of  John  Cabot.  He  was  a  sea  captain  and  a 
merchant ;  and  he  had  traveled  in  far-away  lands.  One  day,  when  he  was 
looking  about  the  streets  of  a  city  in  Arabia,  he  saw  camels  coming  into 
town.  They  were  carrying  loads  of  rich  spices. 

"Where  do  those  spices  come  from?"  he  asked  one  of  the  drivers. 

"From  a  land  far  to  the  east,"  he  replied. 

Now  Cabot  thought  that  if  he  sailed  west  far  enough  he  might  reach 
the  land  from  which  the  spices  came.  Then  news  of  what  Columbus  had 
done  reached  England. 

He  then  asked  the  King  of  England  to  fit  out  a  vessel  for  such  a  voyage. 


48  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

Five  years  after  Columbus  made  his  first  voyage  Cabot  sailed  across 
the  Atlantic  to  find  a  new  way  to  India  and  China.  But  he  found  what  was 
of  still  more  importance.  He  found  the  mainland  of  North  America. 

This  was  in  the  year  1497.  Cabot  probably  reached  the  coast  of  Lab- 
rador. He  landed  and  took  possession  of  the  country  in  the  name  of  King 
Henry  of  England.  He  then  sailed  along  the  bare  and  desolate  shore  for 
nearly  a  thousand  miles,  but  came  upon  no  such  lovely  spot  as  Columbus 
had  done  on  his  first  voyage.  Soon  after  he  sailed  back  to  England  and 
told  King  Henry  that  he  had  found  the  coast  of  China.  The  King  was 
greatly  pleased,  and  gave  him  a  large  sum  of  money. 

Cabot  was  now  a  famous  man.  He  was  called  the  Great  Admiral. 
He  dressed  in  fine  silks  of  bright  colors,  like  the  other  great  men  of  his 
time.  So  fine  did  he  look  that  a  crowd  used  to  run  after  him  when  he 
walked  about  the  streets  of  London. 

King  Henry  said:  "This  is  all  very  well,  but  where  are  the  spices 
and  precious  stones  that  you  were  to  bring  home?  You  had  better  make 
another  voyage  and  see  what  you  can  find." 

Once  more  Cabot  set  out.  This  time  he  sailed  south  along  our  coast 
as  far  as  Cape  Cod.  He  planted  the  flag1  of  England  on  our  shore,  and  took 
possession  of  the  land. 

Nothing  more  is  known  about  this  daring  sailor.  His  son,  Sebastian, 
who  sailed  with  him  on  his  second  voyage,  lived  for  sixty  years  after  this. 
He  became  one  of  the  greatest  sea  captains  of  his  time. 

OUTI.I.M:  <»F  JOHN  ("AHOT. 
Birthplace. 

Genoa,  1450. 
Life  in  Venice. 

A  trader.  , 

Life  in  Bristol,  England. 

Held  a  high  office. 

Discoveries  of  Columbus  made  Cabot  eager  to  cross  Atlantic  to  find  a 
shorter  route  to  India. 

King  grants  permission. 
Leaves  port  of  Bristol,  England. 

Chew. 

Companions — 

Sons,  Lewis,  Sebastian,  Sancto. 
Direction, 

Northfest. 

Expecting  to  reach  India. 
Arrival. 

When- 
Last  of  June,  1497. 

Coast  of  Labrador. 

Name  given — 

"Land  First  Seen." 
Country. 

Appearance — 
Lonely  land. 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  4*-) 

Full  of  forests. 
Cabot  goes  ashore. 
Plants  cross. 
Plants  flagpoles. 
Flag  of  Venice. 
English  flag. 

Takes  possession  of  land  for  England. 
Sails  about  Golf  of  St.  Lawrence. 

Failed  to  find  passage  to  India. 
Returns  to  England. 
Trophies — 
Indian  traps. 
An  American  bird. 
Rib  of  whale. 
Reception. 

King  well  pleased. 
Receives  title — 
Lord    Admiral. 

ASSIGNMENTS. 

I.     Read  the  story  of  John  Cabot  in  Montgomery's  History. 
II.     Write  a  story  from  outline. 

III.  Trace  the  voyage  of  Cabot  and  indicate  route  on  base  map.     Locate 

his  birthplace,  his  home  in  Italy,  and  the  place  from  which  he  sailed 
in  England. 

IV.  Answer  the  following  questions  : 

a.  Who  was  the  first  man  to  touch  the  coast  of  North  America?  b. 
Why  did  the  English  claim  the  country?  c.  What  did  the 
Cabots  bring  back  with  them  ?  d.  What  had  they  hoped  to  bring 
back?  How  do  you  think  they  felt  when  they  failed  in  their 
search?  • 
•V. 

a.  Describe  the  country  which  Columbus  found  upon  his  first  voyage, 
b.  Describe  the  country  which  the  Cabots  found  upon  their  first 
voyage,  c.  Which  place  would  be  a  better  one  for  a  colony  or 
settlement?  Give  your  reason. 

FEBDINAND  MAGELLAN 
BY  EDITH  A.  HARMAN 

AIM. — To  show  how  India  was  really  reached  by  sailing  to  the  west, 
and  how  the  world  was  proved  to  be  round. 

Lesson  I. 

What  had  Columbus  tried  to  do?  Columbus  had  tried  to  find  western 
route  to  India.  What  had  he  really  done?  He  found  a  new  land.  What 
new  knowledge  did  people  have  about  the  world?  From  the  Indian  ex- 
plorers had  heard  of  great  body  of  water  to  the  west.  What  great  ocean 
is  west  of  America?  Discovered  by  Balboa  in  1513.  Did  they  know  of 
this?  What  had  Amerigo  Vespucci  tried  to  do?  Amerigo  Vespucci 
searched  for  passage  through  America  to  this  ocean. 


50  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

Knowing  of  these  lands,  what  would  the  countries  of  Europe  want  to 
do?  Spain  and  Portugal  were  both  anxious  to  acquire  this  new  territory. 
What  did  this  cause?  Disputes  arose;  danger  of  war.  Anxious  to  avoid 
war. 

Should  you  like  to  know  how  Spain  and  Portugal  settled  their  dis- 
putes? Pope  at  that  time  head  of  State  as  well  as  of  church  asked  to  set- 
tle disputes.  Gave  each  right  to  possession  of  all  lands  already  discovered ; 
gave  Portugal  sole  right  to  eastern  route  to  India. 

Kxplain  league  and  measure  by  scale  of  miles.  Locate  line  of  demarca- 
tion on  wall  map;  on  base  map.  Why  give  west  to  Spain  and  east  to  Por- 
tugal? Draw  a  line  on  map  from  the  North  Pole  to  the  South  Pole  about 
370  leagues  west  of  Azores,  dividing  the  world  in  half.  Gave  to  Spain  right 
of  possession  of  all  lands  discovered  in  western  half;  to  Portugal  those  in 
eastern.  Called  line  of  demarcation. 

What  was  it  that  many  explorers  had  tried  to  do,  but  had  not  accom- 
plished. None  of  explorers  had  yet  found  western  route  to  India. 

Would  you  like  to  hear  about  the  man  who  really  reached  India  by 
sailing  to  the  west  ?  In  the  next  lesson  we  shall  hear  about  this. 

Sr.MMAkv  OF  LESSON  i. 

1.  Discovery  of  new  lands  awakens  desire  for  exploration  and  posses- 
sion of  territory. 

(a)   Spain  and  Portugal  foremost  in  this. 

2.  Line  of  demarcation. 

(a)   Pope  divides  world  into  two  parts,     (b)   Spain  to  have  dis- 
coveries in  western  half  and  Portugal  in  eastern  half. 

ASSIGNMENT. 

Copy  outline  in  notebook.  Draw  line  of  demarcation  on  outline  map 
of  the  world. 

Lesson  II. 

Whom  are  we  going  to  talk  about  today?     (Tell  about  Magellan.) 

Ferdinand  Magellan  first  sailed  around  world  (circumnavigator)-. 
Magellan,  a  Portuguese  nobleman.  Spent  early  life  in  king's  court.  Por- 
tuguese interested  in  East  troubled  by  Moors.  Don  Manuel  sent  ships  and 
men  to  crush  Moors  in  the  East.  Magellan  went  with  expedition,  and 
fought  the  Moors  in  East  seven  years.  When  power  of  Moors  was  broken 
returned  home.  Formed  plan  of  trying  to  reach  Spice  Islands  by  sailing 
west.  King  of  Portugal  refused  to  help  him. 

him?  Had  a  good  route  East.  What  country  was  very  much  interested 
in  exploration  just  now?  Spain.  How  do  you  think  he  persuaded  tin- 
King  of  Spain  to  help  him?  By  globe  showed  King  that  Spice  Islands 
were  in  his  half  of  the  world. 

The  King  of  Spain  gave  him  five  ships  and  250  men.  How  do  yon 
think  Portugal  would  feel?  Portugal  tried  to  persuade  hi  mto  give  up 
project.  Left  Spain  September  20,  1519. 

In  what  direction  would  they  sail?  They  sailed  to  the  Canaries,  then 
south,  then  southwest.  After  two  months'  sailing  tiny  reached  South 
America.  What  would  they  do  when  they  reached  South  America? 
Saop  to  rest  a  few  days;  fresh  food;  fresh  water.  Then  sailed  along 
coast,  searching  for  passage  through. 


LESSON  PLANS  IN  FOURTH  GRADE  HISTORY.  51 

Is  there  a  passage  through  to  the  ocean?  (Look  at  map.)  Tomorrow 
we  shall  see  if  they  found  a  passage. 

SUMMARY  OF  LESSON  11. 

3.  Earlier  Life  of  Magellan. 

(a)   Portuguese  by  birth,     (b)    Spent  early  life  in  king's  court. 
(c)     Fought  against  Moors  in  East. 

4.  Plans  to  reach  Spice  Islands  by  sailing  west. 

(a)   Plan  rejected  by  Portugal,     (b)    Plan  accepted  by  Spain. 

5.  Sails  from  Spain  September  20,  1519. 

(a)   Sails  south  and  then  southwest,  (b)   Reaches  South  America. 

ASSIGNMENT. 

Copy  outline  in  notebooks.  Trace  voyage  to  South  America  on  outline 
map. 

Lesson  III. 

Where  did  we  leave  Magellan?  Expedition  sailed  along  coast  until 
winter.  Terrible  winter.  One  ship  wrecked.  Discovered  passage  in  spring 
(Strait  of  Magellan).  Magellan  named  ocean  Pacific.  How  do  you  think 
the  sailors  felt  when  they  saw  the  Pacific?  Some  wished  to  go  on;  others 
to  go  home  for  new  outfit.  Magellan  went  on;  one  ship  returned  (1520). 

Would  they  be  prepared  for  such  a  journey?  Not  well  prepared  for 
such  a  long  journey;  tired  out;  lack  of  water;  lack  of  food.  What  hard- 
ships might  they  suffer?  Suffered  terrible  hardships.  Many  died  from 
hunger,  thirst  and  disease.  After  98  days  discovered  Ladrones. 

Pushed  on  again  and  soon  discovered  Philippines ;  took  possession  of 
them  for  Spain.  Magellan  and  many  men  killed  in  a  fight  with  a  native 
tribe.  Abandoned  one  ship.  Remaining  men  sailed  away.  They  reached 
the  Spice  Islands.  Got  cargo  and  started  for  home.  One  ship  leaked; 
only  one  left,  with  47  men.  Many  of  these  died  before  they  reached  Cape 
of  Good  Hope.  What  kind  of  a  cargo  would  they  take  home? 

How  would  they  reach  home?  Reach  Spain  with  one  ship  and  18  men 
How  would  they  be  received?  With  great  honor.  Let  us  summarize 
the  results  of  the  voyage  for  our  outline. 

SUMMARY  OF  LESSON  III. 

6.  Discovered  strait. 

7.  Crossed  Pacific  Ocean. 

9.  Discovered  Ladrones. 

10.  Discovered  Philippines. 

11.  Magellan  killed. 

12i  Reached  Spice  Islands. 
13.  Journey  home. 

ASSIGNMENT. 
Copy  remainder  of  outline.     Trace  voyage  on  map. 

CLASS  STORY.     • 

Ferdinand  Magellan  was  a  native  of  Portugal.  His  early  life  was 
spent  at  the  King's  court,  and  later  he  fought  in  the  war  with  the  Moors  in 
the  East. 


52  LESSON  PLANS  IN  FOURTH  GRADE  HISTORY. 

When  he  returned  home  he  formed  the  plan  of  reaching  the  Spice 
Islands  by  sailing  to  the  west.  The  King  of  Portugal,  who  had  a  gx>od 
eastern  route,  refused  to  help  him.  He  then  persuaded  the  King  of  Spain 
to  help  him.  With  five  ships  and  two  hundred  and  seventy  men  he  set  out 
across  the  Atlantic.  He  reached  South  America,  and  after  a  winter  of 
hardships  found  a  passage  to  the  Pacific.  This  is  the  Strait  of  Magellan. 

He  then  steered  boldly  out  across  the  Pacific.  After  months  of  suffer- 
ing from  hunger,  thirst  and  disease,  and  the  loss  of  many  men,  he  reached 
the  Ladrones.  A  little  later  he  discovered  the  Philippines.  Here  Magel- 
lan was  killed. 

The  remaining  Spaniards  set  sail  for  the  Spice  Islands,  got  their  cargo 
and  sailed  for  home.  They  reached  Spain  with  one  ship  and  eighteen  men, 
having  been  gone  about  three  years. 

They  had  discovered  a  strait  from  the  Atlantic  to  the  Pacific;  discov- 
ered the  Ladrones  and  the  Philippines;  found  the  Spice  Islands  by  sailing 
west,  and  proved  that  the  world  is  round. 

REFERENCES. — Pioneers  on  Land  and  Sea.  McMurry.  Columbus  ajid 
Magellan.  T.  B.  Lawler. 


Explorations 

VASCO  NUNEZ  BALBOA 

INTRODUCTION. — Where  did  Columbus  land  when  he  reached  America? 
Cuba  and  Haiti.  What  did  he  call  these  islands?  Hispaniola.  Why  did 
he  call  the  people  Indians?  Because  he  thought  he  had  reached  India.  If 
he  thought  he  had  reached  India  what  did  he  think  might  be  found  here? 
Spices,  gold.  After  the  Spaniards  had  made  a  settlement  on  the  island  of 
Cuba,  they  made  frequent  trips  to  the  mainland  hunting  for  what?  Gold. 
They  planted  a  few  colonies  along  the  coast  of  Central  America  but  they 
did  not  thrive.  In  the  island  of  Haiti  there  was  a  Spaniard,  Vasco  Nunez 
Balboa.  He  owed  large  sums  of  money  in  Cuba  which  he  could  not  pay 
and  as  he  was  very  daring  he  wished  to  join  an  expedition  bound  for  the 
mainland.  As  he  could  not  pay  for  his  passage,  he  hid  in  a  cask  and  was 
carried  aboard  the  ship.  Imagine  the  captain's  surprise  when  after  his  ship 
was  well  out  to  sea  a  young  and  handsome  stranger  stepped  from  one  of 
the  barrels.  How  do  you  think  the  commander  felt?  Very  angry.  What 
might  he  have  done  ?  Thrown  him  overboard  or  put  him  on  a  desert  island. 
He  did  not,  however,  but  took  pity  on  the  young  man  and  allowed  him  to 
remain  on  the  ship.  When  the  boat  reached  the  little  Spanish  settlement 
on  the  Isthmus  of  Darien  or  Panama  the  natives  would  not  let  the  com- 
mander land,  having  heard  that  he  was  very  cruel  to  Indians.  He  there- 
fore put  out  to  sea  and  Balboa  took  command  of  the  men.  What  should 
you  like  to  learn  about  Balboa? 

PROBLEM  I.  To  learn  of  the  adventures  of  Balboa  while  in  command 
of  the  expedition. 

What  did  he  wish  to  do  when  he  took  command?  To  explore  the 
country. 

Why  did  he  wish  to  explore  the  country?  To  hunt  for  gold.  He 
made  a  friendly  alliance  with  the  Indian  chief,  who  presented  him  with 
gold  and  slaves.  The  Spaniards  were  delighted  at  the  sight  of  so  much 
riches.  They  began  to  melt  and  weigh  the  gold,  and  at  last  fell  to  quarrel- 
ing desparately  about  the  division  of  it.  The  Indians  could  not  under- 
stand. They  knew  nothing  of  money,  and  valued  the  metal  only  because 
it  could  be  made  into  beautiful  ornaments.  An  Indian  boy  who  had  heard 
the  dispute  told  the  Spaniards  that  if  they  cared  so  much  about  the  yellow 
stuff,  it  would  be  wise  for  them  to  go  to  a  country  where  there  was  enough 
of  it  for  all.  The  Spaniards  eagerly  questioned  him  regarding  this  place, 
and  he  described  a  country  across  the  mountains  and  to  the  south  on  the 
shores  of  a  great  sea,  where  gold  was  so  plentiful  that  the  natives  usel  it 
for  drinking  cups  and  bowls. 

He  made  his  way  through  the  tangled  underbrush  and  rank  tropical 
growth,  bidding  his  men  wait  at  the  foot  of  the  mountain  while  he  went 
up  alone  and  from  one  of  the  highest  peaks  he  looked  down  upon  a  great 
stretch  of  water  which  he  called  the  Great  South  Sea  (1513).  Falling 
down  upon  his  knees,  he  gave  thanks  to  God,  and  then  made  signs  to  his 
followers  to  come  up  and  join  him. 

Accompanied  by  these  men,  Balboa  next  went  down  on  the  opposite 
slope  and,  reaching  the  shore,  waded  out  into  the  ocean,  with  a  flag  in 


;-  LESSON    PLANS    IX    FOURTH    GRADE    HISTORY. 

one  hand  and  his  drawn  s\vord  in  the  other.  Standing  thus  in  the  waters 
of  the  Great  South  Sea,  he  took  possession  of  it  in  the  name  of  what 
country  ?  Spain. 

He  declared  all  the  countries  it  bathed  belonged  to  his  sovereign.  Magel- 
lan named  this  the  Pacific  Ocean.  On  this  shore  he  met  an  Indian  boy  who 
repeated  to  him  the  same  story  that  the  Indian  boy  had  told  about  the  ric'i 
country  on  the  border  of  this  sea  and  farther  south. 

\\~hat  would  he  wish  to  do?  Go  to  find  it.  How  must  he  go?  In 
ships.  Where  do  you  suppose  he  would  get  these  ships?  He  would  re- 
turn to  Darien. 

Yes,  and  while  there  he  sent  word  to  the  Spanish  king  of  his  discovery 
of  South  Sea.  He  then  began  to  take  his  shins  apart  and  send  them  piece 
by  piece  across  the  mountains  to  the  Pacific  Coast.  T  in  enormous 

undertaking.  The  journey  was  a  difficult  one,  and  hundreds  of  the  poor 
Indians  who  carried  the  burdens  dropped  dead  from  exhaustion. 

At  length  after  many  months  of  labor,  four  ships  were  thus  carried 
across  the  mountains  and  rebuilt  on  the  Pacific  Coast.  These  were  the 
first  European  vessels  launched  in  the  Great  South  Sea.  Three  hundred 
men  were  in  readiness  to  go  with  Balboa  on  his  voyage  in  search  of  the 
rich  country  of  the  South. 

A  little  iron  and  pitch  were  still  needed  for  the  ships  and  Balboa 
delayed  his  departure  in  order  to  get  these  articles. 

The  delay  gave  his  enemies,  who  were  jealous  because  of  his  sue 
time  to  carry  out  a  plot  against  him.  They  accused  him  of  plotting  to  set  up 
an  independent  government  of  his  own  and  he  was  arrested  for  treason. 
In  less  than  twenty-four  hours  this  brave  and  high-spirited  leader  was 
tried,  found  guilty  and  beheaded.  Tomorrow  we  shall  all  contribute  in 
making  an  outline  of  Balboa's  adventures  for  our  history  books. 

Lesson  II. 
MAKING  THE  OUTLINE. 

1.  Introduction. 

1.     Discover)-  of  America  by  Columbus.     2.  Spanish  settlements  on 
islands  of  Cuba  and  Haiti.     3.  Spanish  greed  for  gold. 

2.  Vasco  Nunez  Balboa. 

1.  Reasons  for  wishing  to  leave  Cuba. 

1.     Debts.    2.     Desire  for  adventure.    3     Search  for  gold. 

2.  Voyage  to  mainland. 

1.     Hidden   in   cask.     2.      Captain's    forgiveness.     3.      In 
command  of  party. 

3.  Search  for  Great  Sea. 

1.     Report  of   Indian.     2.     Trip  through   wilderr.es>.     3. 
Discover}-  of  Pacific  Ocean  (151 

4.  Determination  to  search  for  rich  city. 

1.     Boats  carried  across  mountains.    2.     Rebuilt  on  Pacific 

Coast.    3.    Balboa's  arrest  and  death. 

^ir.NMENTS:  Write  an  account  of  how  Balboa  secured  a  trip  to  the 
mainland.  Tell  something  of  the  adventures  of  Balboa  in  his  search  for 
the  Great  Sea. 


LESSON    PLANS    IN    FOURTH    GRADE   HISTORY. 

Discoverers  and  Explorers.  Edward  R.  Shaw.  Builders  of  Our 
Country.  South  worth.  American  History  (First  Book) .  Pern,-  and  Price. 

CABEZA  DE  VACA. 

MODE  OF  ATTACK. — What  country  helped  to  fit  out  ships  for  Columbus? 
Find  Spain  on  the  map.  How  many  journeys  to  America  did  he  make? 
On  what  ocean?  Trace  the  first  journey  on  the  map.  Show  the  part  of 

:h  America  that  he  touched.  When  did  he  come?  What  kind  of 
people  did  he  find  here?  How  did  he  happen  to  come?  (Planned  to  come 
and  asked  for  help.)  Spain  sent  out  another  man,  Cabeza  de  Yaca,  who 
also  asked  permission  to  come  and  who  traveled  by  land  across  America 
from  the  Atlantic  to  the  Pacific.  What  kind  of  people  did  he  meet  in  his 
travels?  (Indians.)  Should  you  like  to  hear  why  Spain  sent  him  and  of 
some  of  his  adventures  with  the  Indians? 

PUPIL'S  AIM. — To  learn  why  Cabeza  de  Vaca  came  to  America  and  to 
learn  something  of  his  encounters  with  the  Indians  on  his  jouurney  across 
the  American  Continent. 

PROCEDURE. — What  kind  of  people  were  here  when  Columbus  came? 
Some  of  these  Indians  in  this  country  (map,  Mexico)  had  grown  very  rich 
and  Cortez,  a  Spaniard,  had  come  over  and  conquered  them ;  he  was  holding 
their  chief,  Montezuma,  prisoner.  He  had  become  very  powerful.  How 
do  you  think  the  King  of  Spain  felt?  A  little  jealous  of  his  pow-er.  WTiat 
do  you  think  he  might  do?  Send  someone  to  make  him  give  up  this  power. 
That  is  just  what  the  King  of  Spain  did;  he  sent  Xarvaez  with  1,000  men 
and  18  ships  to  capture  Cortez.  If  Cortez  had  conquered  these  Indians 
what  do  you  think  he  did  ?  Fought  Xarvaez.  Yes,  he  left  one-third  of  his 
men  to  guard  Montezuma,  this  chief,  and  taking  the  other  two-thirds,  he 
defeated  Narvaez  and  promised  Xarvaez's  men  great  riches  if  they  would 
follow  him.  Narvaez  had  always  been  a  brove  man.  How  do  you  think 
he  felt?  He  was  so  covered  with  shame  that  as  soon  as  he  was  released  he 
fled  to  Spain.  What  do  you  think  he  was  anxious  to  do?  To  perform  some 
deed  to  make  up  for  his  defeat.  Yes.  the  king  gave  him  permission  to 
explore  the  north  coast  of  the  Gulf  of  Mexico.  (Map.)  He  was  to  be 
governor  of  the  River  of  Palms,  Mexico  to  Cape  Town.  Florida. 

ASSIGNMENT. — Read  page  19  of  Montgomery's  Beginner's  American 
History  and  tell  how  Spain  came  to  control  Florida.  Child  reports  as  fol- 
lows: "An  old  Spanish  nobleman,  Ponce  de  Leon,  had  discovered  Florida 
fifteen  years  before.  He  set  out  to  find  a  magic  fountain,  but  instead  he 
discovered  a  land  bright  with  flowers,  which  he  named  Florida.  He  took 
possession  of  it  for  Spain."  Why  do  you  think  the  king  would  let  Karvaez 
explore  this  country?  To  find  gold,  spices  and  rich  stores.  To  find  the 
strait  connecting  the  Atlantic  and  Pacific  Oceans. 

What  sort  of  an  equipment  would  the  king  be  apt  to  give  Xarvaez? 
A  splendid  one.  \A~hat  would  he  need  for  his  voyage  across  the  ocean? 
Ship?,  men,  money,  horses.  Yes.  he  had  five  ships,  six  hundred  people, 
including  soldiers,  workmen,  priests  and  negroes..  He  also  carried  a  good 
supply  of  horses-  With  these,  he  hoped  not  only  to  get  over  the  ground 
rapidly,  but  also  to  frighten  the  natives.  Cabeza  de  Vaca,  the  man  in 


56  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

whom  we  are  interested,  came  over  with  Narvaez  as  treasurer.  Why  do 
you  think  this  was  an  important  position?  Because  of  the  pirates,  a  very 
brave  man  was  needed  to  take  care  of  the  money.  At  the  next  lesson  we 
shall  find  out  how  he  came  by  this  name  and  also  learn  something  of  his 
adventures. 

Let  us  make  an  outline  for  our  books. 

CABEZA  DE  VAC  A. 
I.     INTRODUCTION. 

1.  Narvaez's  trip  to  Vera  Cruz. 

a.  His  defeat,     b.  Loss  of  his  army. 

2.  Narvaez's  return  to  Spain.     3.  Narvaez's  desire  to  wipe  out  his 
bad  record.     4.  Commission  given  by  the  king. 

ASSIGNMENT. — Copy  outline  in  books.  Sketch  route  of  Narvaez's 
journey  to  Vera  Cruz.  Study  outline  silently.  Write  a  story  describing 
the  misfortune  of  Narvaez. 

Lesson  II. 
NARVAEZ'S  SEARCH  FOR  PANUCO. 

PUPIL'S  AIM. — To  learn  how  Cabeza  de  Vaca  received  his  name,  ;uid 
of  some  of  his  adventures. 

METHOD  OF  PROCEDURE. — Tell — The  name  Cabeza  de  Vera  mean>  "cow's 
head"  or  "head  of  a  cow."  Two  hundred  years  before  Cabeza  de  Vncu 
was  born  one  of  his  ancestors  had  done  great  service  for  the  King  of  Spain. 
Spain  was  fighting  the  Moors,  and  this  man  led  the  Spanish  army  away 
from  the  Moors  safely  through  the  narrow  path  in  the  mountains.  To 
mark  the  pass  for  them  he  placed  there  the  skull  of  a  cow.  From  that 
time  the  family  took  the  name  of  Cabeza  de  Vaca,  or  cow's  head.  It  wa- 
a  brave  family,  and  here  was  one  of  them,  two  hundred  years  later,  sailing 
with  Narvaez  to  find  gold  and  spices  on  the  north  coast  of  the  Gulf  of 
Mexico.  WTith  whom  did  Cabeza  de  Vaca  start  for  America?  Should 
you  like  to  learn  something  more  of  his  adventures? 

Where  did  we  leave  Narvaez  and  de  Vaca?  What  might  they  encoun- 
ter on  this  voyage?  What  might  happen  to  vessels  in  a  storm?  Hither 
driven  out  of  their  course  or  wrecked.  Yes,  ill  luck  was  with  Xarvaez 
from  the  start.  The  fleet  was  driven  out  of  its  course  by  fierce  storms 
that  came  from  the  west,  and  in  one  storm  off  Cuba  several  vessels  were 
wrecked.  Wrhat  effect  did  this  have  on  his  progress?  Caused  delay. 
Yes,  he  was  delayed  for  nearly  a  year.  Here  is  Narvaez  in  a  strange 
country. .  He  wishes  to  find  the  River  of  Palms.  What  would  he  be  apt 
to  do?  Secure  a  guide.  They  started  out  in  the  spring,  and  the  guide, 
making  a  mistake,  landed  them  just  beyond  Tampa  Bay,  on  the  coast  of 
Florida  (locate),  far  away  from  the  River  of  Palms.  It  was  Good  Friday 
in  1528  when  Narvaez  and  his  companions  knelt  and  took  possession  of  the 
land  in  the  name  of  the  King  of  Spain.  They  believed  they  were  in  Mex- 
ico, near  the  rich  city  of  Panuco.  Thinking  this,  what  would  they  be 
anxious  to  do?  Push  on  to  this  rich  city.  But  what  of  his  ships?  Sent 
part  of  the  men  to  take  the  ships  around  the  coast  while  Narvaez  and  the 
rest  of  the  party  went  by  land  to  meet  at  Panuco.  What  difficulties  would 
they  encounter?  Must  make  way  through  dense  forests,  cross  streams  on 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  .V 

rafts  and  meet  unfriendly  Indians.  When  they  started  out  each  man  had 
two  pounds  of  biscuit  and  one-half  pound  of  bacon  for  their  journey. 
There  were  three  hundred  and  fifty  men.  How  long  do  you  think  this  food 
lasted?  About  two  days.  They  traveled  fifteen  days,  forty  men  riding, 
the  others  walking.  With  only  a  few  handfuls  of  Indian  corn  to  be  used 
for  food,  for  days  at  a  time  they  wandered  on  and  on.  How  do  you  think, 
they  began  to  feel?  Very  hopeless.  Who  were  the  only  people  who  could 
help  them  out  of  their  difficulty?  The  Indians.  One  day  an  Indian  chief 
and  his  men  were  seen  approaching.  He  was  carried  on  the  back  of 
another  Indian,  and  covered  with  a  painted  deer  skin.  A  great  many 
Indians  marched  with  him,  some  before  and  some  behind,  all  playing1  on 
flutes  of  reed.  Where,  did  Narvaez  wish  the  Indians  to  take  him?  To 
Panuco.  They  did  not  know  where  Panuco  was,  but  offered  to  take  him 
to  Apalachen.  Narvaez  let  him  lead  the  way,  even  though  Apalachen  did 
not  sound  like  Panuco.  Why  were  they  willing  to  go?  The  chief  gave 
the  Spaniards  his  deer  skin.  What  would  they  give  him  in  return?  Beads, 
hawk  bells  and  other  things.  What  kind  of  a  march  did  they  have  through 
the  forest?  A  very  difficult  one.  Lightning  and  thunder  storms  uprooted 
trees  in  their  paths,  filled  the  swamps  so  that  they  often  had  to  wade  up 
to  their  waists.  Their  hung'er  was  pitiful.  At  last  they  reached  Apalachen 
with  only  nine  horses,  but  were  very  much  disappointed  in  the  city.  Should 
you  like  to  know  why?  Let  us  make  our  outline. 
II.  CABEZA  DE  VACA. 

1.  Origin  of  name. 

a.  Bravery  of  ancestors,     b.  Marking  mountain  pass. 

2.  Voyages  with  Narvaez. 

a.  Damage  done  by  storms,     b.  Landing  at  River  of  Palms. 

3.  Search  for  Panuco. 

a.  Division  of  party,     b.  Difficulties  in  forest. 

4.  Trip  to  Apalachen. 

a.  Meeting  Indians,     b.  March  to  Apalachen. 
Copy  outline. 

ASSIGNMENT. — Write  story  of  how  Cabeza  de  Vaca  came  by  his  name. 
Write  story  of  difficulties  in  the  forest  while  searching  for  Panuco.  What 
use  were  they  going  to  make  of  their  horses?  How  many  had  they  when 
they  reached  Apalachen? 

Lesson  III. 
NARVAEZ  AND  DE  VACA  IN  APALACHEN. 

PUPIL'S  AIM. — To  find  out  why  the  Spaniards  were  disappointed  in 
Apalachen. 

METHOD  OF  PROCEDURE. — What  city  had  our  party  reached?  What 
kind  of  a  city  had  they  hoped  it  to  be?  Very  rich.  Instead  of  a  great, 
rich  city  and  plenty  of  gold,  there  were  only  forty  small  houses  made  of 
thatch,  and  not  a  man  to  be  seen.  The  women  and  boys  left  the  town 
when  they  saw  the  strange  white  men.  But  while  they  were  disappointed 
at  not  finding  the  riches,  they  realized  there  was  plenty  of  food.  What 
kind  do  you  think  they  found?  Corn.  Some  was  ready  to  be  pulled,  and 
some  was  dry  in  the  warehouse.  For  this  they  were  grateful,  and  cooked 


58  LESSON    PLANS    IX    FOURTH    GRADE    HISTORY. 

and  ate  some.  What  animals  might  they  have  found  near  this  little  settle- 
ment? Deer,  rabbits,  bears,  birds,  wild  geese  and  ducks.  Yes,  and  de 
Vaca  said  in  a  book  which  he  wrote  later  on  that  he  saw  lions,  but  we  think 
he  must  have  been  mistaken.  Why?  Lions  live  in  hot  countries  in  dr 
jungles.  What  was  the  one  place  they  still  wished  to  reach?  Panuco. 
What  was  the  best  way  to  get  news  of  this  city?  Remain  in  Apalachen 
and  inquire  of  the  Indians  about  this  land.  The  Indians  told  than  there 
was  no  other  town  as  large  as  Apalachen  near,  but  that  to  the  west,  about 
a  nine  days'  journey,  was  a  town  called  Aute,  near  the  sea.  St.  Marks 
of  today.  '  They  also  told  them  that  the  Indians  of  Ante  were  their  friends, 
and  they  had  plenty  of  corn,  beans,  pumpkins  and  fish.  Why  might  the 
Indians  of  Apalachen  be  anxious  to  get  rid  of  these  Spaniards?  IVrhaps 
they  feared  them,  and  so  were  anxious  to  start  them  out  on  this  nine  .lays' 
journey  to  Aute.  Let  us  see  at  our  next  lesson  if  Aute  is  like  Apalachen. 
Let  us  add  a  few  headings  to  our  outline. 
5.  Cabeza  de  Vaca  at  Apalachen. 

a.  Kind      of     city.     b.  Disappointment     of      Spaniards,     c.  Food 
found,     d.  Reason  for  stay. 

ASSIGNMENT. — Copy  outline.  Describe  Apalachen.  Why  do  we 
think  no  lions  were  found  near  Apalachen?  Why  were  the  Indians  anx- 
ious to  direct  the  Spaniards  to  Aute? 

Lesson  IV. 
THE  SPANIARDS  AT  Am:. 

PUPIL'S  AIM. — To  see  if  Aute  is  like  Apalachen. 

METHOD  OF  PROCEDURE. — How  many  days'  journey  did  the  Indian* 
say  it  was  from  Apalachen  to  Aute?  The  Spaniards  made  it  in  eight  day-. 
What  kind  of  a  town  was  Apalachen?  Well,  Xarvacz  and  de  Yaca  found 
Aute  to  be  a  deserted  village,  with  the  houses  burned  to  the  ground.  What 
kind  of  food  had  they  been  told  they  would  find  here?  Corn,  beans  and 
pumpkins.  Yes,  they  found  plenty  of  these,  and  stayed  two  days.  They 
still  wished  to  reach  the  sea,  and  Narvaez  thought  he  would  send  someone 
to  try  to  find  it.  Whom  do  you  think  he  sent?  De  Vaca.  He  went  with 
ten  men  on  horseback  and  fifty  on  foot  to  find  the  sea.  They  came  to  a 
great  bay,  but  not  a  ship  was  in  sight.  How  did  they  feel?  Ve-y  -ad. 
What  was  the  only  thing  for  them  to  do?  Return  to  Xarvaez  with  this 
news.  What  did  Narvaez  then  decide  to  do?  Go  to  this  place  de  Vaca 
had  found. 

This  was  a  long,  difficult  journey;  some  grew  ill.  How  might  they 
have  been  taken?  Carried  on  horses.  It  was  no  merry  party  that  reached 
the  bay.  Now  that  they  had  reached  the  water,  what  was  to  be  done? 
Build  boats.  Narvaez  called  his  men  together,  and  they  decided  that  they 
must  build  boats.  Cabeza  de  Vaca  said  this  was  impossible.  Why  do  you 
think  he  said  so?  No  tools,  no  iron,  no  smithery,  no  oakum,  no  pitch,  no 
tackling,  no  shipbuilders,  and  worse  still — nothing  to  eat.  One  of  the  men 
said  that  he  could  make  some  pipes  out  of  wood,  which,  with  deer  skins, 
might  be  made  into  bellows,  so  a  forge  was  made  by  this  man.  The  other 
men  made  nails,  saws,  axes  and  other  tools.  They  used  the  iron  from  the 
stirrups,  spurs  and  crossbows.  There  was  one  carpenter  in  the  party,  and 
with  his  help  they  made  five  barges,  caulked  with  palmetto  and  tarred  with 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  59 

pitch.  They  made  the  ropes  and  tackles  from  the  tails  and  manes  of  the 
horses.  What  could  they  use  for  sails?  Their  shirts.  They  made  oars 
of  juniper  trees.  They  found  stones  for  ballast  and  anchors  of  the  barges 
with  great  difficulty.  They  flayed  the  legs  of  the  horses  and  tanned  the 
skin  to  make  leather1  pouches  for  carrying  water.  De  Vaca  said  there 
was  nothing  for  the  men  to  eat.  How  might  they  get  some  of  this  corn 
from  Aute  for  food  ?  The  men  and  horses  not  employed  in  building  boats 
might  get  it.  Yes,  they  made  four  trips  into  Aute,  and  brought  back  six 
hundred  bushels  of  corn.  On  every  third  day  they  killed  a  horse  and 
divided  it  among  those  who  worked  on  the  boats  and  cared  for  the  sick. 
When  the  boats  were  finished,  all  the  horses  except  one  had  been  eaten. 
What  are  they  now  ready  to  do?  Sail  along  the  coast.  At  our  next  lesson 
we  shall  hear  of  their  adventures  while  sailing  the  coast.  Let  us  make 
our  outline  for  our  books. 
6.  Cabeza  de  Vaca  at  Aute. 

a.  Kind  of  city;  compare  with  Apalachen.     b.     Food  found,     c. 
Building  of  boats. 

(1)   Difficulties  in  finding  material.      (2)   Difficulties  in  ob- 
taining food. 

ASSIGNMENT. — Compare  Aute  and  Apalachen.  Tell  of  difficulties  in 
finding,  material  to  build  the  boats.  Compare  present  mode  of  building 
boats  with  method  in  use  at  that  time.  Write  after  thinking  carefully  of 
your  points. 

Lesson  V. 

EXPLORATIONS  ALONG  THE  COAST. 

What  are  we  to  find  today  ? 

PUPIL'S  AIM.— To  learn  of  adventures  of  Spaniards  while  sailing  along 
the  coast. 

METHOD  OF  PROCEDURE. — Now  that  the  five  boats  were  ready,  the  men, 
only  two  hundred  forty-seven,  were  divided  up  into  crews  of  about 
forty-nine  men  each.  Each  crew  was  to  sail  under  a  commander.  What 
must  these  men  have  for  their  voyage?  Provisions.  What  kind  of  pro- 
visions could  they  get?  Water  and  corn.  By  the  time  the  boats  were 
loaded  they  were  so  crowded  that  not  a  soul  dared  to  move,  and  the  edges 
(gunwales)  of  the  boats  were  iust  a  hand's  breadth  above  the  water  as  they 
left  St.  Marks  or  Apalachen  Bay,  sometimes  called  "The  Bay  of  Horses." 
Why?  They  sailed  westward  along  the  coast,  hunting1  for  the  River  of 
Palms.  The  water  bottles  soon  rotted  and  the  food  gave  out.  Almost 
starving,  for  they  had  only  corn  in  their  boats,  and  almost  hopeless,  know- 
ing nothing  of  sailing,  they  went  on  and  on.  Once  they  came  to  a  rushing 
current  of  water,  which  told  them  they  were  at  the  mouth  of  a  great  river. 
What  river  was  this?  The  Mississippi.  Follow  route  on  the  map.  Four 
of  the  boats  got  lost,  and  were  never  heard  of  again.  Narvaez's  boat  was 
one  of  these.  The  other  one  of  them  being  Cabeza  de  Vaca's,  kept  on 
its  way  until  driven  to  the  shore  of  Matagorda  Island  by  a  storm.  They 
were  rescued  by  some  friendly  Indians,  who  sat  down  and  wept  when  they 
saw  the  starving  white  men.  They  decided  to  stay  here  all  winter,  and 
now  that  Narvaez  was  dead,  they  must  choose  another  leader.  Whom  do 


60  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

you  think  they  chose?     Cabeza  de  Vaca.     Should  you  like  to  hear  of  his 
experiences  with  these  Indians  ?     Let  us  make  an  outline  for  our  books. 
7.  Explorations  along  the  coast. 

a.  Preparation. 

(1)   Five    boats    built.     (2)   Division    of    men.     (3)   Provi- 
sions. 

b.  Voyage. 

(1)   Boats    overcrowded.     (2)  Left    St.    Mark's    Bay.     (3) 
.     Sailed  westward.     (4)  Hardships  and  sufferings. 

c.  Death  of  Narvaez. 

(1)   Passed    mouth    of    Mississippi.     (2)   Four    boats    lost. 
(3)  Narvaez  lost. 

d.  Cabeza  de  Vaca — the  leader. 

(1)   Fate  of  other  boat.     (2)  Treatment  by  Indians. 

(3)   New  leader  chosen. 

ASSIGNMENT. — Copy  outline.  Write  of  their  experience  on  the  voyage. 
What  position  did  Cabeza  de  Vaca  hold  when  they  started  from  Spain? 
What  position  does  he  hold  now?  Tell  how  he  became  leader.  Why  did 
they  decide  to  spend  the  winter  here  with  the  Indians? 

Lesson  VI. 
CABEZA  DE  VACA'S  EXPERIENCE  WITH  THE  INDIANS  ON  MATAGORDA  ISLAND. 

How  many  boatloads  of  people  were  saved?  Who  is  now  leader? 
Who  rescued  these  people?  What  were  we  to  find  out  today? 

PUPIL'S  AIM. — To  learn  comething  of  Cabeza  de  Vaca's  experiences 
with  these  Indians. 

METHOD  OF  PROCEDURE. — What  was  the  one  desire  of  Narvaez  and 
Cabeza  de  Vaca?  To  find  Panuco  and  Mexico.  What  would  Cabeza  de 
Vaca  do?  Send  out  men  to  hunt  for  these  places.  He  sent  four  men. 
During  the  winter  all  of  the  Spaniards  died  except  fifteen.  Then  the  In- 
dians were  taken  sick  and  blamed  the  white  men.  They  wished  to  get  rid 
of  the  Spaniards.  Why  did  they  not  kill  them?  Were  afraid  of  them. 
On  what  island  were  they?  Matagorda  Island.  Locate.  The  Indians 
wished  to  make  the  white  people  useful  while  these  Indians  were  sick. 
What  do  you  suppose  they  gave  them  to  do?  Made  medicine  men  out  of 
them.  Why  do  you  think  they  were  unwilling  to  do  this?  Afraid  they 
might  not  cure  them.  When  the  Indians  refused  them  food,  what  do  you 
think  they  did?  Agreed  to  act  as  medicine  men.  The  Indians  believed 
that  stones  and  shells  had  power  to  cure  the  sick.  The  travelers  had  the 
sick  brought  to  them,  said  prayers  over  them,  burnt  out  the  wounds,  sucked 
the  blood,  blew  on  them,  rubbed  them  with  stones  and  cured  them.  They 
lost  not  one  case.  How  do  you  think  our  doctors  would  treat  these  cures? 
Laugh  at  them.  How  do  you  think  the  Indians  treated  the  white  people 
now?  Very  kindly.  Yes,  the  Indians  sometimes  went  without  food  in 
order  that  the  white  men  might  have  the  best.  Cabeza  de  Vaca,  with  three 
companions,  remained  with  these  Indians  about  a  year.  Then  he  joined 
another  tribe  of  Indians  and  turned  trader.  Why  did  he  do  this?  To 
gather  news  of  the  country  farther  on.  What  do  you  think  he  traded  ? 
Sea  shells  and  cockles  for  hides  and  red  ocre.  He  also  eot  flint  for  arrow 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  61 

points,  glue  and  hard  canes  to  make  arrows  and  tassels  made  of  the  hair  of 
deer.  Why  did  he  like  this  occupation?  Gave  him  liberty  to  go  where  he 
pleased,  and  an  opportunity  to  get  farther  away.  How  do  you  suppose  he 
was  treated?  Rejoiced  at  seeing  him  because  of  his  wares.  De  Vaca  re- 
mained with  these  Indians  for  six  years,  when,  finding  a  good  chance,  he 
stole  away  with  one  companion,  and  traveled  on  until  he  met  some  Indians, 
who  told  them  three  more  men  like  themselves  were  to  be  found  with  a 
neighboring  tribe.  They  went  on  and  found  two  of  their  companions  and 
one  negro  who  had  come  with  them.  These  men  told  Cabeza  de  Vaca  how 
Narvaez's  boat  had  been  lost  in  a  storm.  They  joined  Cabeza  de  Vaca  in 
his  travels  among  the  Indians  where  he  gained  much  fame.  Should  you 
like  to  know  how  he  gained  this  fame? 

8.  Cabeza  de  Vaca's  experiences  with  the  Indians, 
a.  On  Matagorda  Island. 

(1)    Sent  men  to  hunt  Panuco.     (2)    Number  of   Spaniards 
left.     (3)   Illness    of    Indians.     (4)   Work    of    white 
men. 
b.  In  the  forest. 

(1)  Experiences  as  trader.     (2)   Meeting  with  companions. 

(3)   News  of  Narvaez's  loss. 

ASSIGNMENT. — Copy  outline.  Describe  Cabeza  de  Vaca's  experiences 
as  a  trader.  What  news  did  he  gain  from  his  companions?  Why  did  he 
like  his  occupation  as  a  trader? 

Lesson  VII. 
CABEZA  DE  VACA  FAMOUS. 

What  work  had  Cabeza  de  Vaca  been  doing  with  the  Indians?  He  be- 
came famous  with  them.  Let  us  see  why. 

PUPIL'S  AIM. — To  find  out  what  made  Cabeza  de  Vaca  famous. 

METHOD  OF  PROCEDURE. — What  made  the  Indians  treat  Cabeza  de  Vaca 
so  kindly?  Because  of  his  services  as  a  medicine  man.  One  day  during 
his  travels  they  brought  a  man  who  had  been  shot  through  the  left  side  of 
the  back  with  an  arrow,  the  head  of  which  stuck  close  to  his  heart.  He 
was  sick  because  of  the  pain.  Cebeza  de  Vaca  touched  the  region  of  the 
heart  and  felt  the  arrow  head.  So  with  a  knife  he  cut  open  the  breast  and 
probed  until  he  removed  the  arrow  head.  Then  he  made  two  stitches  with 
a  deer  bone.  The  Indians  begged  him  for  the  arrow  head  and  the  whole 
village  came  to  look  at  it.  How  does  an  Indian  show  his  appreciation  of  a 
kindness?  Gives  dances  and  festivities.  The  next  day  he  took  out  the 
stitches,  and  the  Indian  was  well.  As  soon  as  the  Indians  heard  of  this 
great  cure,  what  do  you  think  th&y  did  ?  Followed  the  medicine  men  to  ask 
him  to  cure  them.  Yes,  there  were  from  three  to  four  thousand  Indians 
to  breathe  upon  to  cure  them.  They  pushed  onward,  still  searching  for  Pa- 
nuco, and  crossing  a  great  river,  the  Rio  Grande,  they  came  to  a  tribe  of 
Indians,  which  they  named  "Of  the  Cows,"  because  they  owned  a  herd  of 
buffaloes.  They  were  the  liveliest  and  most  capable  people  the  Spaniards 
met,  and  could  understand  them  and  answer  their  questions.  This  was  the 
first  time  any  traveler  from  Europe  had  seen  on  heard  of  cows  in  the  New 
World.  These  buffaloes  or  cows  were  very  useful  to  the  Indians.  In  what 


62  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

way?  They  furnished  meat,  blankets  from  the  hides;  also  shoes  and  tar- 
gets. The  weary  travelers  reached  the  Pacific  Coast  after  ten  months. 
There,  finding  Spanish  tribes,  they  were  given  guides,  who  took  them  'to 
Mexico.  They  reached  the  city  July,  1536. 

Cabeza  de  Vaca  spent  the  following  winter  in  Mexico,  and  then  de- 
parted for  Spain,  carrying  silver  and  gold.  He  arrived  in  l.i>b<m  August. 
1537.  Cabeza  de  Vaca  has  been  called  by  some  people  "the  first  great 
American  travekr."  He  had  traveled  from  the  Atlantic  to  the  Pacific,  and 
his  journey  had  blazed  the  trail  for  others  to  follow. 
9.  Cabeza  de  Vaca  famous. 

a.  With  Indians. 

(1)  Operations  performed. 

a.  Success,     b.  Festivities  in  De  Vaca's  honor. 

(2)  Many    cures    effected.     (3)   Meeting    of    tribe    "of    the 

Cows." 

b.  In  history. 

(1)  First  American  traveler;  route  taken.  (2)  Blazed  trail 
from  Atlantic  to  Pacific.  (3)  Encounters  with  In- 
Indians.  (4)  Services  as  medicine  man. 

ASSIGNMENT. — Trace  Cabeza  de  Vaca's  journey  from  the  Atlantic  to 
the  Pacific.  Sketch  this  journey.  What  has  Cabeza  de  Vaca  sometimes 
been  called?  Why?  What  did  he  do  for  America?  Why  was  Cabeza  de 
Vaca  famous  with  the  Indians  ?  In  history  ? 

HERNANDO  DE  SOTO. 
EVELYN  SOPER 

INTRODUCTION  :  What  claim  had  the  Spanish  upon  Florida  ?  Ponce 
de  Leon  and  de  Vaca  had  traveled  across  Northern  Florida.  For  what  pur- 
pose did  de  Vaca  come  to  America?  To  find  rich  Panuco.  Should  you 
like  to  hear  of  another  Spaniard  who  wished  to  conquer  this  country  north 
of  Mexico  (map),  and  to  try  to  find  gold. 

PROIU.KM  i.  To  learn  of  adventures  of  another  Spaniard  who  wished 
to  conquer  the  country  north  of  Mexico,  and  to  find  gold. 

Hernando  de  Soto  or  Ferdinand  de  Soto,  as  he  was  called,  had  been  in 
Peru,  S.  A.  (map),  with  Pizarro.  They  made  the  Indian  chief  give  them 
large  quantities  of  gold.  When  he  went  back  to  Spain  he  was  made  g 
ernor  of  Cuba  by  the  king.  Where  must  he  live  if  he  is  to  be  governor  of 
Cuba?  He  must  live  in  Cuba.  He  was  counted  not  only  among  the 
bravest,  but  also  among  the  richest  of  the  Spaniards.  He  went  with  his 
beautiful  wife,  Isabella,  to  Cuba.  When  he  reached  Cuba  he  thought  of 
the  gold  that  had  been  found  on  the  mainland,  and  became  discontented. 
He  then  obtained  permission  from  the  king  to  explore  Florida.  Why  did 
he  wish  to  do  this?  To  find  gold.  What  kind  of  cities  did  he  expect  to 
find?  He  expected  to  find  rich  cities  and  to  conquer  them,  thereby  winning 
for  himself  riches  and  fame.  This  was  the  dream  of  De  Soto. 

How  did  he  expect  to  gain  their  riches?  He  then  began  to  get  readj 
to  go.  Could  he  take  his  wife  with  him?  Wiry?  He  could  not  take  his 
wife  with  him  because  of  the  difficulties  of  travel  and  the  danger  of  meet- 
ing hostile  Indians. 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  63 

He  left  his  wife  to  act  as  governor  of  Cuba,  and  started  off  with  9 
vessels,  600  men  and  223  horses.  In  what  direction  would  he  sail  to  get 
to  the  mainland?  He  sailed  west.  Yes,  he  hoped  to  find  a  second  Peru. 
Where  did  de  Vaca  land?  Da  Vaca  landed  at  Tampa  Bay,  on  western  coast 
of  Florida,  1526. 

De  Soto  landed  at  the  same  place  in  1539.  (Trace  route  froni  Cuba.) 
He  started  across  Florida.  What  was  the  condition  of  the  country  when 
de  Vaca  marched  through?  De  Vaca  encountered  wildernesses  and 
swamps  during  his  march  across  Florida.  Would  de  Soto  encounter  the 
same  conditions?  Yes,  no  one  had  cleared  the  way,  for  no  settlements  had 
been  made.  What  about  all  of  the  baggage  this  immense  company  had 
brought?  They  would  find  it  difficult  to  carry  through  this  country. 

De  Soto  then  asked  one  of  the  chiefs  at  one  of  the  Indian  camps  to  give 
him  slaves  to  carry  his  baggage  through  the  dense  forest.  The  chief  re- 
fused. What  do  you  suppose  De  Soto  did?  De  Soto  tried  to  compel  the 
chief  to  give  him  slaves. 

Yes,  he  attacked  the  tribe  and  took  many  prisoners.  These  prisoners 
were  treated  very  cruelly,  and  De  Soto  tried  to  make  them  act  as  guides 
as  well  as  slaves.  He  then  asked  them  where  the  great  cities  were  where 
gold  and  silver  treasures  were  to  be  found.  What  answer  would  you 
expect  the  Indians  to  make?  Perhaps  they  would  not  answer  at  all,  or 
would  tell  him  they  did  not  know  of  any  rich  cities.  Yes,  one  Indian  said 
he  did  not  know  of  any  rich  city.  De  Soto  put  him  to  death.  What  effect 
would  this  have  upon  the  other  Indian  prisoners.  Frighten  them  and  make 
them  tell  wild  stories  of  rich  cities. 

De  Soto  believed  these  stories,  and  off  they  started  through  the  forest. 
Do  you  think  the  Indians  were  really  leading  the  travelers  to  cities  of 
wealth?  No,4jhey  were  treacherous,  and  wished  revenge  for  the  death  of 
their  friend.  They  led  de  Soto  through  the  wilderness  into  swamps ;  then 
as  many  as  could  slipped  away.  What  effect  would  this  have  upon  the 
Spaniards?  Make  them  afraid  of  the  Indians.  De  Soto  and  his  men 
scarcely  had  a  night's  rest.  Some  of  them  had  to  stand  guard  while  the 
rest  slept.  How  would  this  effect  the  men?  Tire  them  out  and  perhaps 
cause  sickness.  Many  of  them  grew  sick,  but  still  they  struggled  on.  At 
the  end  of  two  years  they  had  only  crossed  Florida,  Georgia  and  Alabama. 
They  were  now  in  Mississippi.  They  had  found  no  gold,  but  the  brave  and 
brutal  leader,  de  Soto,  would  not  turn  back.  One  spring  day,  1541,  the 
Spaniards  came  to  the  shore  of  a  large  river.  This  river  was  wide  and 
muddy,  but  had  a  strong  current,  and  carried  much  driftwood  with  it.  The 
Indians  told  him  it  was  called  the^  Mississippi,  or  the  Father  of  Waters. 
What  had  he  started  out  to  find?  Gold.  Had  he  succeeded?  No. 
What  had  he  done  ?  Found  Mississippi  River. 

Would  he  be  satisfied  to  turn  back?  No.  He  thought  the  rich  cities 
might  be  on  the  other  side  of  the  river,  but  he  had  no  boats  in  which  to 
cross  the  river.  What  should  be  our  problem  for  next  time? 

PROBLEM  n.  To  learn  how  de  Soto  crossed  the  Mississippi,  and  if  he 
found  rich  cities  on  the  other  side.  Let  us  all  contribute  in  making  an  out- 
line for  our  history  book. 


64  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

FERDINAND  DE  SOTO. 

1.  Favors  granted  by  Spain. 

1  Trip  to  Peru  with  Pizarro. 

1  Gained  untold  wealth. 
1  Reward  for  his  bravery. 

1  Appointed  governor  of   Cuba.     2  Given  permission   to   explore 
Florida. 

2.  Expedition. 

1  Object.     To  find  gold. 

2  Equipment:     Nine  vessels,  223  horses,  600  men. 

3  Landed  at  Tampa  Bay,  Florida. 

4  Marched  westward  across  United  States. 

1  States  crossed:     Florida,  Georgia,  Alabama.  Mississippi. 

2  Difficulties. 

1  Troubles    with    Indians    caused    by    de    Soto's    cruelty.     2 
Swamps  and  wilderness. 

5  Discovered  Mississippi  River  (1541). 

ASSIGNMENTS:  What  do  you  know  about  de  Soto  before  he  started  on 
his  expedition  through  United  States?  Telling  about  his  equipment. 
Write  a  story  telling  the  cause  of  de  Soto's  trouble  with  the  Indians. 

Lesson  II. 

PROBLEM  n.  To  learn  how  de  Soto  crossed  the  Mi— i->ij>pi  river,  and 
if  he  found  rich  cities  on  the  other  side  of  the  river. 

Where  did  we  leave  de  Soto?  On  the  bank  of  Mississippi  River.  Why 
had  he  not  crossed  the  river?  He  had  no  boats.  Why  did  he  wish  to 
cross?  He  thought  he  might  find  the  rich  cities.  Without  boats  what 
might  be  the  only  way's  to  get  across  the  river?  Swim  or  build  rafts.  The 
whole  company  camped  where  Memphis  now  stands  while  rafts  were  built 
to  carry  them  across.  Then  the  weary  search  began  again.  They  wan- 
dered through  parts  of  Arkansas  and  North  Louisiana,  and  returned  to 
the  mouth  of  the  Red  River.  Here  de  Soto  was  taken  sick  with  a  fever. 
He  knew  that  unless  something  should  be  done  to  make  the  Indians  help 
him  all  would  perish. 

He  sent  word  to  an  Indian  chief  that  he  was  a  child  of  the  sun ;  and 
that  all  men  obeyed  him.  He  then  declared  that  he  wanted  the  chief's 
friendship,  and  ordered  him  to  bring  him  food.  The  chief  sent  back  word 
that  if  de  Soto  would  cause  the  river  to  dry  up  he  would  lu-licve  him.  This, 
of  course,  de  Soto  could  not  do.  He  was  disappointed  and  discouraged  at 
not  being  able  to  get  food.  He  grew  worse  and  died  soon  afterwards.  1  (is 
followers  were  anxious  to  hide  his  death  from  the  natives,  so  they  placed 
his  body  in  the  hollow  of  a  scooped-out  tree,  and  sunk  it  at  midnight  In 
the  waters  of  the  river  which  he  had  discovered.  In  what  river  then  was 
he  buried.  Mississippi  River.  What  do  you  think  his  men  would  want 
to  do?  Try  to  reach  home. 

They  were  in  a  wretched  condition.  Their  clothing  was  nearly  all  gone. 
Few  of  them  had  shoes,  and  many  had  only  the  skins  of  animals  and  mats 
made  of  wild  vines  to  keep  them  warm.  They  built  seven  frail  barks  and 
sailed  down  the  Mississippi,  avoiding  Indians  all  the  way,  and  in  seventeen 


PLANS    IN    FOURTH    GRADE    HISTORY.  65 

days  they  came  to  the  Gulf  of  Mexico.  In  fifty  days  more  they  succeeded 
in  reaching  a  Spanish  settlement  on  the  coast  of  Mexico,  where  they  were 
received  with  much  joy.  Of  the  gay  company  of  six  hundred  and  twenty 
who  had  set  out  with  such  high  hopes,  only  three  hundred  and  twelve  men 
returned. 

What  was  the  object  of  de  Soto's  search?  Gold.  If  he  had  found 
just  gold,  would  his  name  have  had  so  large  a  place  in  history?  His  name 
would  not  have  had  so  large  a  place  in  history.  To  be  known  as  Ferdinand 
de  Soto,  the  first  white  man  to  behold  the  Mississippi  River,  is  a  distinction 
not  to  be  equaled  by  the  finding  of  untold  wealth. 

6  Preparations  to  cross  river. 

1  Encamped  where  Memphis  now  stands. 

1  Rafts  built  to  carry  them  across. 

7  States  crossed  west  of  Mississippi  River. 

Parts  of  Arkansas  and  Northern  Louisiana. 

8  De  Soto's  death. 

1  Taken  sick  with  fever  at  the  mouth  of  Red  River. 

2  Help  refused  by.  Indian  chief. 

3  Not  being  able  to  get  nourishing  food,  death  ensued. 

4  Buried  in  the  river  he  discovered. 

9  Fate  of  his  followers. 

1  Their  wretched  condition. 

1  Clothing;   no   shoes.     2  Built   rafts.     3   Sailed   down   Missis- 
sippi. 

ASSIGNMENTS:  If  you  had  been  the  Indian  chief,  would  you  have  re- 
fused de  Soto  food?  Why?  In  what  two  ways  may  we  associate  de  Spto 
with  the  Mississippi  River?  Even  though  he  failed  to  find  gold,  why  is 
his  expedition  noted  in  history? 

Discoverers  and  Explorers.  Edw.  R.  Shaw.  Builders  of  Our  Coun- 
try. Southworth.  American  History  (First  Book).  Perry  and  Price. 

SIR  FRANCIS  DRAKE 
BY  ALICE  M.  AMOSS 

Sir  Francis  Drake  was  born  in  Plymouth,  England,  about  1545.  His 
parents  were  very  poor,  and  a  rich  uncle,  Sir  John  Hawkins,  took  the  boy  in 
his  care,  sent  him  to  school,  and  placed  him  when  about  fourteen  years  old 
as  an  apprentice  on  one  of  his  vessels.  While  on  the  vessel  Drake  learned 
to  love  the  water,  and  did  his  work  so  well  that  Hawkins  put  him  in  charge 
of  one  of  his  smaller  ships. 

From  that  time  on  he  spent  most  of  his  time  on  the  water,  going1  on 
trading  voyages  to  the  western  coast  of  Africa,  and  across  the  seas  to  the 
West  Indies.  At  that  time  England  and  Spain  were  friends,  but  each  was 
jealous  of  the  other,  and  it  was  the  delight  of  many  of  the  English  sailors 
to  plunder  any  Spanish  ships  which  they  could  catch,  or  to  spy  on  the 
Spanish  settlements  in  the  New  World.  Many  of  these  settlements  were 
near  the  Gulf  of  Mexico;  in  fact,  Spain  really  claimed  all  of  the  New 
World,  and  when  on  one  of  these  plundering  expeditions  Drake  handled 
his  men  very  wisely,  did  his  work  very  gallantly,  and  carried  home  the 


66  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

Queen  a  large  amount  of  silver  and  gold,  she  was  so  pleased  that  she  made 
him  captain  of  a  small  fleet  of  ships. 

These  he  immediately  took  across  the  Atlantic,  and  for  several  years 
did  nothing  but  worry  the  Spanish  settlers,  taking  their  treasures,  rarely 
killing  them.  On  one  of  these  trips  he  hid  his  boats  in  a  secret  harbor,  and 
traveled  far  into  the  interior  of  the  Isthmus  of  Panama.  Here  he  met  some 
of  the  natives,  who  were  very  friendly  to  him.  They  told  him  of  a  great  sea 
which  stretched  far  out  toward  the  west.  Drake,  with  a  few  of  his  men, 
climbed  a  high  hill  and,  looking  out  from  it.  saw  for  the  first  time  the 
Pacific  Ocean.  Looking  out  on  those  waters  Drake  made  a  vow  "to  sail 
an  English  ship  across  that  great  sea." 

He  returned  to  England  and  told  of  his  desire  to  sail  into  the  Pacific, 
but  the  Queen  was  very  busy  at  that  time,  and  paid  little  attention  to  the 
desires  of  this  ambitious  sailor.  Finally  in  1577  she  offered  to  help  Drake 
get  five  small  vessels  and  their  crews  together.  It  took  him  many  months 
to  fit  out  the  ships  with  the  finest  of  furniture  and  the  richest  of  silver  and 
gold  trimmings,  and  to  lay  in  a  large  supply  of  provisions. 

In  December,  1577,  he  started,  sailing  first  for  the  western  coast  of 
Africa,  and  then  across  to  South  America,  along  the  shores  of  Brazil.  Until 
this  time  only  a  few  of  his  sailors  knew  of  their  captain's  plan,  and  now 
when  he  told  them  they  became  very  much  afraid.  Some  of  them  openly 
rebelled.  But  Drake  quickly  quelled  the  mutiny,  and  several  were  punished. 

As  they  sailed  southward  the  ships  ran  into  many  rough  storms,  dis- 
couraging some  of  the  sailors  so  much  that  Drake  allowed  two  of  the  ships 
to  turn  back  before  they  reached  the  Strait  of  Magellan.  A  few  days  later, 
in  a  particularly  bad  storm,  the  other  two  boats  became  separated  from  him 
and  could  not  be  found. 

Although  Drake  and  his  men  were  much  worried,  they  kept  on  in  their 
ship,  the  Golden  Hind,  through  the  Strait  of  Magellan,  and  finally  into  the 
Pacific  Ocean,  marveling  much  at  the  strange  sights  they  saw  on  the  land. 
They  saw  strange  people  on  the  shores  with  their  bodies  painted  in  all  sorts 
of  colors.  They  also  saw  large  birds  (ostriches),  which  could  run  faster 
than  a  horse,  and  many  other  strange  animals  and  plants. 

After  sailing  into  the  Pacific  they  were  unable  to  go  any  farther  for 
several  weeks  on  account  of  bad  weather,  but  when  the  storms  cleared  away 
they  found  themselves  near  the  coast  (of  Chile),  where  they  landed,  put- 
ting in  fresh  food  and  water.  Very  slowly  then  they  made  their  way  up  the 
coast,  always  on  the  watch  for  Spanish  treasure,  either  in  ships  or  on  land, 
until  they  reached  Panama.  Here  they  loaded  their  ships  with  treasures  of 
gold,  silver  and  rich  foods  and,  being  followed  by  several  Spanish  vessels, 
pushed  northward. 

Drake  ordered  his  men  to  keep  sailing  northward  until  they  were  as 
far  north  as  what  is  now  San  Francisco.  At  this  place  they  went  ashore 
and,  raising  the  English  flag,  took  possession  of  the  land  for  Queen  Eliza- 
beth, naming  it  New  Albion.  While  doing  this  they  saw  several  hundred 
natives  of  the  place  coming  toward  them.  Queer  looking  people  they  were, 
having  reddish  skins,  straight  black  hair  and  painted  flesh.  As  they  came 
near  instead  of  preparing  to  fight,  they  crowded  around  Drake,  offered  to 


I^SSON    PLANS    IN    FOURTH    GRADE    HISTORY.  67 

put  a  crown  on  his  head,  and  fell  down  before  him  to  worship  him.  Drake 
refused  the  crown,  and  after  exchanging  presents  with  them  gathered  his 
men  together  and  set  sail. 

As  the  weather  was  then  getting  very  cold,  it  being  in  the  month  of 
November,  Drake  turned  his  vessel  westward,  sailing  for  many  days  across 
the  Pacific  until  he  came  in  sight  of  the  East  Indies,  where  he  stopped  sev- 
eral times  to  get  food  and  water  and  to  explore  the  islands. 

All  went  well  until  they  were  on  the  shores  of  the  Celebes,  where  they 
found  that  their  ship  was  stuck  fast  on  the  rock,  and  although  they  tried  in 
every  way  they  could  not  move  it  for  over  a  week.  Then  a  sharp  wind  came 
up,  and  the  sailors  rejoiced  to  find  their  ship  afloat  once  more. 

From  there  they  made  their  way  around  the  Cape  of  Good  Hope,  and 
up  past  the  western  coast  of  Africa,  stopping  only  long  enough  to  take  on 
fresh  food  and  water,  and  finally  sailed  into  Plymouth,  September  26,  1580. 

Drake  and  his  men  had  been  gone  over  two  years,  and  had  accom- 
plished his  aim,  having  been  the  first  Englishman  to  make  a  voyage  around 
the  world. 

Everyone  in  England  was  delighted  to  see  the  voyagers,  and  Queen 
Elizabeth  was  so  pleased  with  Drake  that  she  made  him  a  knight,  gave  a 
reception  in  his  honor,  and  ordered  that  his  ship,  the  Golden  Hind,  should 
always  be  kept. 

After  returning  to  Plymouth  Drake  spent  several  years  at  home,  but 
when  the  war  with  Spain  broke  out  he  went  back  to  his  old  trade  of  plunder- 
ing Spanish  towns  and  ships.  On  one  of  his  trips  to  Lisbon  he  burned  a 
fleet  of  ships  loaded  with  goods,  and  then  hurried  over  to  the  Gulf  of  Mex- 
ico to  find  new  mischief  to  do. 

It  was  while  in  that  Gulf,  near  the  islands  of  West  Indies,  that  he  was 
taken  sick,  and,  though  given  good  care  by  his  sailors,  died,  and  was  buried 
at  sea,  having  been  the  first  Englishman  to  "plough  a  furrow  around  ;he 
world." 

References:     Pioneer    History    Story — McMurry.     Life    of    Drake — 
Jane  Corbett.     Encyclopedia  Britannica. 
PROCEDURE  IN  THE  TEACHING  OF  DRAKE'S  VOYAGE  AROUND*  THE  WORLD. 

The  children  have  studied  about  several  Portuguese  and  Spanish  navi- 
gators, especially  Magellan,  and  incidentally  have  learned  of  the  Spanish 
settlements  in  the  New  World.  The  latter  part  of  Drake's  voyage  is  well 
known  to  them  from  the  study  of  other  Portuguese  and  Spanish  navigators. 

TEACHER'S  Am. — To  teach  the  voyage  of  Drake  around  the  world  as 
the  greatest  achievement  of  any  Englishman,  and  how,  incidentally,  the  two 
countries  were  striving  against  each  other  for  wealth  and  renown;  how  the 
voyage  of  Drake  compared  with  that  of  Magellan. 

PUPIL'S  AIM. — 1.  To  learn  of  an  explorer  from  another  country,  Eng- 
land, and  how  he  kept  his  vow.  2.  How  Drake's  work  compares  with  that 
of  Magellan. 

Name  some  men  about  whom  we  have  studied  who  have  gone  out  from 
Spain  and  Portugal  to  explore  unknown  waters.  What  man  succeeded  in 
getting  his  ships  around  the. world?  From  what  country  was  he? 

Let  us  learn  today  of  an  explorer  from  another  country,  England,  who 
kept  a  vow  he  made,  and  caused  his  country  to  honor  him. 


68  LESSON  PLANS  IN  FOURTH  GRADE  HISTORY. 

This  man  was  Francis  Drake  (write  name  on  board).  His  birthplace, 
parents,  uncle's  care,  etc.  Ask  questions  to  make  children  think,  such  as: 

If  he  became  an  apprentice  on  his  uncle's  ships  and  spent  the  greater 
part  of  his  time  there,  what  might  he  learn  to  do? 

Continue  with  the  story,  telling  of  early  voyages  and  the  vow  which  he 
made.  Had  anyone  ever  attempted  this  before?  (Connecting  with  story 
of  Magellan.)  To  whom  would  Drake  go  for  help?  How  could  she  help 
him?  What  preparations  would  be  made  for  so  long  a  trip  as  the  one 
Drake  planned?  (After  children  have  answered  tell  that  part  of  story). 

Let  us  see  now  just  what  route  he  took.  Tell  story  of  voyage  here, 
stopping  many  times  to  ask  questions  to  hold  attention  and  provoke  thought, 
as:  For  what  reasons  would  Drake  stop?  How  might  he  be  hindered  on 
his  trip?  Why  would  he  not  sail  far  up  the  western  coast  of  North  Amer- 
ica? For  whom  would  he  claim  the  land? 

When  telling  of  the  latter  part  of  his  journey  from  the  East  Indies 
home  have  the  children  tell  of  the  routes  which  other  explorers  had  taken, 
and  then  tell  that  Drake  followed  these  same  routes  homeward. 

Tell  last  part  of  story.  Now,  let  us  see  in  what  ways  the  work  of 
Drake  and  Magellan  were  alike. 

From  what  country  was  Magellan?  From  what  country  was  Drake? 
How  were  their  early  adventures  somewhat  alike?  What  was  the  aim  of 
each?  Which  accomplished  his  aim  most  successfully?  What  countries  did 
Magellan  claim  for  Spain?  What  countries  did  Drake  claim  for  England? 
In  what  way  were  the  two  men  alike?  What  characteristics  would  help 
them  in  carrying  out  their  aims? 

As  a  conclusion  an  outline  could  be  made  on  Drake,  or  independent 
outlines  could  be  made  by  the  children.  If  an  outline  is  made  on  Drake, 
I  should  have  it  made  at  the  end  of  the  story  of  Drake's  life,  and  in  another 
lesson  carry  out  the  comparison  of  Drake  and  Magellan,  summing  up  as 
a  conclusion  the  work  of  each. 
As  ASSIGNMENTS  OR  SEATWORK. 

(1)  A  summary  could  be  made  of  any  part  of  the  story. 

(2)  Maps  could  be  drawn  showing  part  or  all  of  his  voyage. 

(3)  Independent  language  stories  could  be  given  on  titles  given  by 

teacher,  as: 

A  Sea  Fight  with  a  Spanish  Ship. 
Drake  Taking  a  Spanish   Settlement  by  Surprise. 
Drake's  Adventures  at  New  Albion,  etc. 
OUTLINE:    SIR  FRANCIS  DRAKE. 
I.     Early  life. 

a.  Parents  poor.     b.  Cared  for  by  rich  uncle,     c.  Apprentice  on 

boat.     d.  Learned  to  love  the  water. 
II.     First  voyages  on  seas. 

a.  Trading  vessels,     b.  Plundering  trips,     c.   Bravery  and  skill 

shown. 
III.     Queen  sends  him  in  charge  of  fleet. 

a.    Plunders    Spanish    towns,      b.    Captures    large    treasure,      c. 
Obtains  first  view  of  Pacific. 


LESSON  PLANS  IN  FOURTH  GRADE  HISTORY.  69 

IV.  Drake  makes  vow  and  plans  a  trip. 

a.  Queen  gives  help.     b.  Preparation  made  for  trip. 
V.     The  voyage  around  the  world. 

a.  Route  of  voyage. 

1.  Coast  of  Africa.  2.  Around  South  America.  3.  Northern 
journey.  4.  Across  Pacific  to  East  Indies.  5.  Home- 
ward by  familiar  route. 

b.  Troubles  on  the  voyage. 

1.  Disobedience  among  crew.  2.  Storms  hinder  them.  3. 
Spanish  in  pursuit. 

c.  Gains  made  by  Drake. 

1.  Treasures  taken  from  Spanish.  2.  New  land  claimed  for 
England.  3.  English  flag  around  the  world. 

VI.  Drake's  return  to  England. 

a.  Made  knight  by  Queen,    b.  Golden  Hind  preserved.    3.  Hon- 
ored by  countrymen. 

VII.  Death. 

FRENCH  IN  AMERICA. 

INTRODUCTION  :  From  what  countries  had  navigators  come  to  America? 
Spain  and  England.  Why  had  they  crossed  the  ocean?  To  search  for  gold; 
to  find  a  shorter  route  to  India;  for  refuge.  This  little  country,  France 
(map),  as  yet  had  had  no  part  in  the  discoveries  or  explorations  in  America; 
but  when  some  fisherman  in  France  heard  of  the  codfish  that  the  Cabots  had 
caught  near  Newfoundland,  they  sailed  across  the  Atlantic  Ocean,  without 
asking  permission  from  their  king,  to  get  some  of  these  fish.  They  came 
again  and  again,  carrying  boatload  after  boatload  of  fish  back  to  France. 
Since  these  people  were  called  Bretons  they  named  their  landing  place  in 
America,  Cape  Brenton. 

Very  likely,  Francis  I,  king  of  France,  was  not  very  much  interested 
in  the  fisherman,  but  when  he  heard  of  the  discoveries  of  the  Spanish  and 
English  in  America,  he  did  become  interested  and  what  do  you  suppose  he 
did?  Decided  to  send  ships  over  to  make  discoveries  for  France.  What 
then  should  be  our  problem? 

PROBLEM  :  To  learn  what  discoverers  and  explorers  were  sent  to 
America  by  France  and  what  success  they  had. 

When  Columbus  discovered  America,  all  of  the  kings  of  Europe  be- 
longed to  the  Catholic  Church.  Whom  did  they  recognize  as  their  ruler? 
The  Pope.  When  the  kings  of  Spain  and  Portugal  began  to  quarrel  about 
lands  outside  their  kingdom,  the  Pope  settled  their  disputes  by  taking  a  map 
and  drawing  upon  it  a  line  from  the  north  pole  to  the  south  pole,  370  leagues 
west  of  Cape  Verde  Is.  He  declared  that  all  land  west  of  this  line  not 
belonging  to  some  Christian  prince  was  to  belong  to  Spain;  all  east  of  this 
line  to  Portugal.  When  Francis  I  heard  of  this,  he  said  "I  should  like  to 
see  the  clause  in  Father  Adam's  will  which  divides  the  world  between  the 
Portuguese  and  the  Spaniards.  I  think  France  shall  have  a  share  too." 
What  would  he  do?  Send -out  an  expedition.  He  sent  out  Verrazano  in 
1524  in  search  for  a  passage  westward  to  India.  Verrazano  sailed  to 


70  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

the  coast  of  North  Carolina,  then  northward  to  Newfoundland.  By  this 
time  his  food  became  scanty,  so  he  went  back  to  France.  He  wrote  a 
letter  to  the  king  telling  him  of  the  trees  and  plants  along  the  coast  and 
of  the  fur-bearing  animals  in  the  north.  His  brother  drew  maps  of  the 
route  taken,  which  he  also  sent  to  the  king.  Just  about  this  time  Italy 
declared  war  against  France  and  Francis  I  had  no  time  to  think  of  Amer- 
ica, but  ten  years  later  he  remembered  the  letter.  What  would  he  do? 
Send  out  another  expedition.  What  should  be  our  problem? 

PROBLEM  II :  To  learn  of  the  adventures  of  the  second  explorer  sent  by 
France  to  America.  Let  u?  all  contribute  in  making  an  outline  of  today's 
lesson  for  our  books. 

FRENCH  IN  AMERICA. 
I.  Reasons  for  coming: 

1.  Fishermen  searching   for   new   fi-hing  grounds  at    Newfoundland. 
2.  Desire  to  obtain  land  in  America. 
1 1.  Kxplorers  sent  out  by  king. 
1.  Verrazano  1524. 

1.  Sailed  southwest  to  North  Carolina,  then  northward  to  New- 
foundland.   2.  Food  gave  out,  went  back  to  Frano, . 
ASSIGNMENTS: 

Tell  about  the  fisherman  who  came  from  France  to  Newfoundland. 
Tell  about  Verrazano's  trip  to  America. 

Lesson  II. 

PROBLEM  :  To  learn  of  the  adventures  of  the  second  explorer  sent  out 
by  the  king  of  France  to  America. 

How  long  had  it  been  since  Verrazano  came  to  America?  Ten  years. 
Why  had  the  king  of  France  not  sent  another  explorer  up  to  this  time? 
Because  of  war  with  Italy.  What  is  our  problem  for  today?1 

Francis  I  sent  out  Cartier,  1534,  to  seize  the  land  Yerran/ano  had 
explored.  His  two  ships  reached  the  coast  of  Newfoundland,  sailed  through 
the  Straits  of  Belle  Isle  and  entered  the  Gulf  of  St.  Lawrence.  (Trace  on 
map.)  Landing  at  Cape  Gaspe,  he  set  up  a  cross,  thirty  feet  high,  upon 
which  was  carved  in  French.  "Long  live  the  King  of  France."  What  kind 
of  people  would  he  find  here?  Indians.  How  do  you  thi-ik  they  would  feel 
about  this  cross?  Afraid  of  it.  The  chief  of  an  Indian  tribe  protested 
against  the  cross,  but  Cartier  invited  him  and  his  two  sons  on  board  his 
ship  when  he  told  them  that  the  cross  was  only  set  up  as  a  guide-post  by 
which  the  French  could  find  their  way  back  to  bring  him  presents  of  brass 
kettles,  iron  and  other  trinkets.  He  then  persuaded  the  two  Indian  boys  to 
go  to  France  with  him.  After  dressing  them  up  in  gay  coats  and  red  caps 
and  putting  chains  of  copper  beads  about  their  necks,  they  were  ready  to  go. 
When  Cartier  reached  France,  how  did  the  king  feel  at  his  report?  ^ 
much  pleased.  What  would  he  be  anxious  to  do?  Send  Cartier  back  to 
America.  He  did  send  Cartier  back  early  the  next  year,  1535.  This  time  he 
had  three  ships  and  three  hundred  men.  He  also  brought  back  the  two 
Indian  boys  who  had  been  treated  very  well  in  France.  He  sailed  up  the  St. 
Lawrence  bay  into  St.  Lawrence  river.  He  named  the  bay  and  river  "St. 
Lawrence,"  because  it  was  "St.  Lawrence  Day''  when  he  entered  the  bay. 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  71 

He  sailed  on  until  he  came  to  an  Indian  village,  Stodacone,  where  Quebec 
now  stands.  The  Indians  were  very  friendly  and  told  him  of  an  Indian 
village,  which  was  very  rich  a  little  distance  away.  What  help  could  the  two 
Indian  boys  give?  Act  as  guides,  or  as  interpreters.  They  led  him  to 
Hochelaga,  as  the  village  was  called.  The  travelers  entered  the  town 
through  the  narrow  gate.  What  should  you  like  to  know  about  this  town? 
How  large  it  was.  What  kind  of  houses  they  found.  How  the  people 
were  treated  by  the  Indians. 

There  were  about  fifty  very  queer  dwellings.  Each  dwelling  was  fifty 
yards  long  and  twelve  or  fifteen  yards  wide.  In  the  middle  of  the  town  was 
an  open  square.  Here  a  great  feast  was  prepared  for  the  white  people. 
Cartier  distributed  presents  among  them  and  then  the  Indians  guided  him 
through  the  forest  to  Montreal  or  "Royal  Mountain,"  as  Cartier  called  it. 
They  went  back  to  Quebec  where  they  built  a  fort  since  they  must  remain 
all  winter.  Why?  St.  Lawrence  river  was  icebound.  In  the  spring  they 
returned  to  France  where  Cartier  gave  his  report  to  the  king.  What  did 
he  have  to  report?  Discovery  of  St.  Lawrence  river  and  bay.  Location  of 
the  rich  Indian  village. 

How  did  the  king  feel  about  the  report?  Very  much  pleased  with  it. 
What  would  he  wish  to  do?  Send  out  another  expedition.  This  was 
impossible,  however,  because  of  trouble  in  France.  What  should  be  our 
problem  next  time  ? 

PROBLEM  :    To  learn  what  the  trouble  was  in  France  and  how  it  affected 
the  explorers  sent  by  France.    Let  us  make  our  outline  for  our  books. 
2.  Cartier,  1534. 

A.  First  voyage. 

1.  Sent  by  king,  Francis  I,  to  seize  land  explored  by  Verrazano. 

2.  Reached  coast  of  Newfoundland,  sailed  into  Gulf   of   St. 

Lawrence. 

3.  Erected  a  cross  at  Cape  Gaspe. 

1.  Relations  with  Indians. 

1.  Indian  chief  objected  to  cross.  2.  Cartier  said, 
"Cross  was  only  guide  post  for  French."  3. 
Took  two  boys  back  to  France. 

B.  Second  Voyage,  1535. 

1.  Came  with  3  vessels,  300  men,  and  the  two  Indian  boys. 

2.  Sailed   into    St.    Lawrence    Bay   and    St.    Lawrence    River. 

Named  the  bay  and  river. 

3.  Stopped  at  Stodacone  or  Quebec. 

1.  Indians  very  friendly. 
1.  Acted  as  guides. 

1.  To  Hochelaga.     2.  To  Montreal  or  Royal 
Mountain. 

4.  Went  back  to  Quebec.     Remained  all  winter. 

5.  Returned  to  France  in  spring. 

6.  King  very  well  pleased. 
ASSIGNMENTS  : 

1.  Why  was  it  better 'for  Cartier  to  treat  the  Indian  chief  at  Gaspe 
kindlv?  2.  If  vou  had  been  a  little  French  boy,  how  would  you  have  treated 


72  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

the  two  Indian  boys  while  they  were  in  France?     3.  Tell  about  Carder's 
first  trip.    His  second  trip. 

Lesson  III. 

PROBLEM  III :  To  learn  of  the  trouble  in  France  and  how  it  affected 
the  explorers  sent  by  France  to  America. 

Why  was  not  Cartier  sent  back  to  America?  Because  of  trouble  in 
France.  Today  we  were  to  learn  what?  What  that  trouble  was. 

The  Catholics  wished  to  make  the  Protestants  turn  to  their  faith. 
Because  they  would  not  do  this,  they  were  attacked  and  persecuted  by  the 
Catholics.  What  did  some  of  the  Puritans  in  England  do  when  they  were 
persecuted  by  the  Catholics?  Came  to  America.  Jean  Ribaut  was  sent  by 
Coligny,  the  Protestant  leader,  1562,  with  a  company  of  Protestants  to 
escape  the  persecution.  He  sailed  to  Port  Royal,  S.  C..  where  Ribaut  left  a 
colony,  then  taking  his  two  ships  went  back  to  France.  Trouble  there  kept 
him  from  returning  to  America  until  1564.  How  had  the  colonists  fared? 
Food  gave  out,  suffered  from  hunger. 

They  had  suffered  so  keenly  from  hunger  that  they  built  a  raft  and 
making  sails  of  their  shirts  and  sheets  started  back  to  France.  They  were 
picked  up  by  an  English  vessel  and  taken  prisoners  to  England.  When 
Ribaut  arrived,  1564,  with  seven  shiploads  of  supplies,  he  could  find  no  trace 
of  them,  so  he  sailed  south  and  entered  St.  John's  river  where  Laudonierre 
had  been  sent  by  Coligny  with  three  shiploads  of  Protestants.  How  did 
these  people  feel  when  Ribaut  arrived?  Very  happy  to  receive  supplies. 
They  had  built  a  little  town  which  they  called  Fort  Caroline,  and  engaged  in 
hunting,  fishing  and  farming. 

We  will  now  make  our  outline  for  our  books. 
III.  French  who  came  to  America  for  refuge. 
1.  Reasons  for  seeking  refuge. 

1.  Protestants  persecuted  by  Catholics.     2.  Colonies  sent  out 
by  Coligny. 

1.  Jean  Ribaut's  first  company. 

1.  Sailed  to  Port  Royal.  2.  Ribaut  returned  to 
France.  3.  Colony  suffered  from  hunger.  4. 
Started  back  to  France,  taken  prisoners. 

2.  Ribaut's  second  company. 

1.  Could  find  no  trace  of  first  company.     2.  Joined 
Laudonierre's  colony  in  Florida  on  St.  John's 
river.. 
REFERENCES  : 

Our  Country's  Story— Tappan.  McMaster's  Primary  History  of 
United  States.  Builders  of  Our  Country — Southworth.  First  Course  in 
American  History — Hodgdon. 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  73 

SAMUEL  DE  CHAMPLAIN. 

INTRODUCTION  :  To  what  Indian  village  did  the  two  Indian  boys  lead 
Cartier  when  he  returned  to  America?  Hochelaga.  Has  there  been  a 
French  settlement  made?  Only  the  little  town  of  Fort  Caroline  in  Florida. 
Should  you  like  to  hear  of  another  Frenchman,  Samuel  de  Champlain,  who 
having  heard  of  Cartier's  account  of  Hochelaga  came  from  France  to  visit 
it?  What  should  you  like  to  learn  about  him?  Some  of  his  adventures 
during  his  trip. 

PROBLEM  :  To  learn  something  of  Champlain's  adventures  during  his 
trip  to  America. 

Champlain  who  was  very  anxious  to  explore  the  country  of  which 
Cartier  had  written  came  from  France,  1603,  with  a  company  sent  over  by 
the  king  to  trade  in  furs  with  the  Indians  in  Canada.  He  explored  the 
banks  of  the  St.  Lawrence  river.  Where  else  was  it  he  wished  to  go? 
To  Hochelaga. 

He  pressed  eagerly  forward  to  find  this  Indian  village.  When  he 
finally  reached  it,  he  found  it  a  ruin  with  all  the  cabins  destroyed  and  the 
corn  field  laid  waste.  The  explorers  returned  to  France  early  in  the 
autumn.  The  next  year,  1604,  the  two  ships  came  again,  this  time  to  make 
a  settlement  in  the  New  World.  They  tried  a  rocky  island  in  Passamaquoddy 
Bay,  then  moved  to  Port  Royal,  where  they  spent  three  winters.  When 
spring  came  it  brought  bad  new  from  France.  The  French  king  would  no 
longer  support  the  colony  in  America.  What  was  the  only  thing  for  them 
to  do  ?  Return  to  France.  With  heavy  hearts,  the  colonists  prepared  to  go 
home.  The  Indians  followed  them  to  the  water's  edge  and  cried  bitterly. 

Champlain  was  very  much  discontented  in  France  since  he  had  seen 
the  beauties  of  the  New  World,  so  he  came  again,  1608,  this  time  to  make  a 
settlement.  He  chose  Quebec  on  the  St.  Lawrence  river,  the  site  of  the  old 
Indian  village.  Why  would  he  choose  this  site  ?  Easy  for  shipment.  What 
would  you  like  to  know  about  this  settlement  ?  Kind  of  a  settlement  it  was. 
To  make  a  settlement,  what  must  he  do  ?  Cut  down  trees,  build  houses.  He 
built  a  few  small  houses  around  an  open  square  and  outside  of  these  a 
wooden  wall.  Then  he  dug  a  ditch  outside  the  wall.  Why  this  ditch  and 
wall?  To  protect  them  from  roving  bands  of  Indians. 

Where  did  Champlain  get  his  idea  of  digging  a  ditch  about  his  settle- 
ment? From  the  moats  about  manors  in  France.  In  the  center  of  the 
square  Champlain  set  up  a  pole  with  a  dove-cote  on  top.  Why  did  he  do  this  ? 
To  show  the  Indians  that  he  intended  to  live  peaceably  among  them. 

Gardens  and  small  farms  were  laid  out  and  the  Indians  were  encouraged 
to  begin  trading  with  the  white  people.  What  would  they  trade?  Furs. 
After  a  pleasant  autumn,  what  kind  of  a  winter  would  they  expect?  Long 
severe  winter.  What  about  their  supply  of  food  and  water?  Would  give 
out. 

Where  would  supplies  come  from  ?  From  France.  Champlain's  courage 
and  energy  kept  up  the  hopes  of  this  little  colony  until  supplies  did  come. 
More  settlers  also  came,  and  then  the  little  colony  began  to  prosper.  After 
a  little  while  Champlain  brought  his  young  wife,  Helen,  a  beautiful  and 
earnest  Catholic,  to  live  in  this  cold  little  settlement.  She  worked  for  five 


74  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

years  among  the  Indian  women  and  children  trying  to  convert  them  to  her 
faith.  Helen's  Island  in  St.  Lawrence  river  is  named  for  her.  These 
Indians  who  loved  Helen  so  well  lived  constantly  in  fear  of  another  tribe 
of  Indians  known  as  the  Iroquois  or  Five  Tribes.  They  told  Champlain 
about  these  Indians  and  also  about  a  beautiful  lake  in  their  country.  What 
would  Champlain  wish  to  do  ?  Visit  this  lake.  Yes,  he  hoped  that  he  might 
also  find  India.  What  should  be  our  problem  for  next  lesson? 

PROBLEM  :  To  learn  if  Champlain  succeeded  in  finding  this  lake  and 
if  he  found  the  route  to  India.  Let  us  make  our  outline. 

Samued  de    Champlain. 
I.  First  trip. 

1.  Reasons  for  coming  to  America  (1603). 

a.  To     explore    country    described    by     Cartier.      b.  To     find 
Hochelaga. 

2.  Results  of  trip. 

a.  Explored  banks  of  St.  Lawrence  river,    b.  Found  Hochelaga 

in  ruins,    c.  Returned  to  France. 
II.  Second  trip. 

1.  Discontented  in  France. 

2.  Came  to  Quebec  on  St.  Lawrence. 

1.  Decided  to  make  settlement. 

1.  Trading  post  built.  2.  Few  small  houses.  3.  Surround- 
ed by  wooden  wall  and  ditch.  4.  Dove-cote:  sign  of 
peace. 

3.  Trade  in  furs  began. 

4.  Helen's  work  among  Indians. 

ASSIGNMENTS:  Why  did  Champlain  come  to  America?  What  were 
the  results  of  his  first  trip?  Describe  the  little  village  of  Quebec.  Why 
was  Helen  liked  by  the  Indians? 

Lesson  II. 

PROBLEM  :  To  learn  something  of  Champlain's  adventures  in  reaching 
the  lake  in  the  country  of  the  Iroquois. 

Why  did  Champlain  build  the  wall  and  ditch  about  Quebec?  As  a 
protection  against  roving  bands  of  Indians.  Knowing  this,  do  you  think 
it  would  be  safe  for  him  to  start  through  the  wilderness  to  hunt  for  this 
lake  and  the  route  to  India?  It  would  not.  Whom  might  he  get  to  protect 
his  party?  The  friendly  Indians.  What  about  Helen,  could  he  take  her? 
Get  the  Indians  to  promise  to  protect  Quebec. 

These  friendly  Indians  belonged  to  the  Algonquin  tribe.  They  with 
the  Hurons,  a  neighboring  tribe,  were  very  much  afraid  of  the  Iroquois. 
Champlain  promised  the  Algonquins  and  Hurons  that  he  would  help  them 
fight  the  Iroquois  if  they  would  lead  him  to  the  beautiful  lake  and  protect 
Quebec  while  he  was  away.  They  agreed,  and  the  braves  who  were 
chosen  to  go  made  mighty  preparations  for  the  long  march  through  the 
wilderness. 

What  did  they  do?  They  prayed  to  their  gods  and  danced  war  dances. 
They  made  new  weapons  and  put  fresh  paint  on  their  faces.  When  all  was 
ready,  the  guides  led  the  war  party,  which  consisted  of  Champlain  and 


PLANS  IN  FOURTH  GRADE  HISTORY.  75 

eleven  white  men  in  a  small  boat.  Each  had  his  gun,  sword  and  armor. 
Around  them  were  100  birch  canoes  filled  with  Indians.  Swish!  swish! 
went  the  water  as  one  hundred  paddles  pushed  the  canoe*  up  the  St.  Law- 
rence. Here  they  encamped  and  some  of  the  Indians  got  to  quarreling. 
What  do  you  supposed  happened?  They  went  home.  Yes,  three-fourths  of 
them  paddled  away  home.  The  rest  started  out  up  the  river  until  they  came 
to  a  place  where  the  river  was  full  of  rocks.  Nine  of  the  white  men  went 
back  to  Quebec  with  Champlain'' s  boat.  What  could  he  do?  Go  in  a  canoe 
with  some  of  the  Indians.  That  is  what  he  did  and  on  they  pushed  until 
they  came  to  the  great  lake  for  which  they  were  hunting.  They  named  it 
"Lake  Champlain"  (map).  Now  in  whose  country  were  they?  In  the 
country  of  the  Iroquois.  How  must  they  proceed?  Very  cautiously.  When 
would  they  travel?  At  night.  All  day,  they  hid  in  the  woods.  At  night, 
they  stole  quietly  over  the  lake.  About  ten  o'clock  one  night,  they  saw  some 
dark  objects  on  the  lake  ahead  of  them.  These  were  the  Iroquois,  who 
immediately  saw  them.  What  happened?  Iroquois  prepared  to  attack  them. 
How  do  Indians  fight?  In  ambush.  Yes,  they  landed  and  the  Iroquois 
began  to  cut  down  trees  for  a  barricade.  What  do  you  suppose  Champlain 
did?  Stayed  on  the  lake  and  fastened  the  canoes  together  with  poles.  What 
had  the  white  men  carried  with  them?  Armor,  guns,  swords.  Before  day- 
light, Champlain  and  the  other  two  white  men  put  on  their  armor.  Over 
their  shoulders,  they  hung  their  ammunition  boxes.  They  hung  their  swords 
at  their  belts  and  took  their  guns  in  their  hands.  When  it  grew  light,  they 
kept  hidden  under  Indian  robes.  They  were  in  separate  canoes.  The 
canoes  were  pulled  up  close  to  the  shore  and  the  Algonquin-Huron  party 
landed,  the  Frenchmen  hiding  behind  them.  Two  hundred  Iroquois  came 
marching  to  meet  them.  The  Indians  began  to  feel  anxious  when  Champlain 
stepped  out  in  front  of  them  clad  in  full  armor.  The  Iroquois  were  thunder- 

»  struck?  Why?  Had  never  seen  armor.  Champlain  aimed  his  gun.  Bang! 
A  chief  fell  dead  and  another  rolled  into  the  bushes.  Champlain's  Indians 
gave  a  terrible  yell  and  shot  many  arrows.  For  a  time,  the  Iroquois  shot 
back,  but  bang!  bang!  went  the  gun  again  and  again.  They  could  stand  it 
no  longer,  but  fled  in  terror  through  the  bushes.  What  did  the  Hurons  and 
Algonquins  do?  Pursued  them.  Yes,  and  many  of  the  Iroquois  were  killed; 
many  taken  prisoners  and  the  rest  ran  away.  How  did  this  make  the 
Iroquois  feel  toward  the  French?  Made  them  hate  the  French.  Yes,  and 
they  had  many  wars  after  this.  Because  of  this  hatred  the  Iroquois  joined 
the  English  a  'number  of  years  later  and  helped  them  to  prevent  the  French 
from  getting  control  of  New  York.  Champlain  and  his  Indian  friends  then 
went  back  to  Quebec.  He  was  made  governor  of  Canada  which  office  he 
held  until  his  death.  While  he  held  this  office,  he  did  all  that  he  could  for 
Quebec  and  the  friendly  Indians.  He  made  many  journeys  to  France  in 
their  behalf.  He  brought  priests  who  learned  the  Indian  language  so  that 
they  might  teach  the  Indians  the  Christian  religion  and  be  their  friends.  The 
French  pushed  farther  and  farther  west  into  the  wilderness,  establishing 
forts  and  missions  where  the  Indians  might  come  to  learn  of  the  new 
religion  or  perhaps  be  cured  of  some  disease.  Let  us  name  the  results  of 
Champlain's  voyages.  He  discovered  Lake  Champlain  and  Lake  Huron. 


76  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

He  planted  the  French  people  firmly  in  Canada,  1608.  Can  you  tell  some- 
thing else  he  did  ?  Established  the  fur  trade,  22,000  beaver  skins  being  sent 
in  one  year  to  France.  Fishermen  were  still  working  off  Newfoundland. 

On  Christmas  Day,  1635,  he  died  in  the  little  community  that  he  had 
founded,  and  where  his  record  still  lives.  Well  had  he  earned  the  title, 
"Father  of  New  France."  Let  us  make  the  outline,  each  one  contributing 
some  little  part. 

5.  Search  for  Lake  Champlain. 

1.  Promised  to  help  fight  Iroquois  if  Indians  would  guide  him  to  lake. 

2.  Preparations  for  voyage. 

1.     New  weapons.    2.  Fresh  paint.    3.  Prayers  and  war-dance. 

3.  On  the  way. 

1.  Champlain  and  eleven  men,  Armor,  guns  and  swords.    2.  One 
hundred  canoes  of   Indians.     3.  Quarrel   among-  Indians. 
Return  of  three-fourths  of  Indians.     4.  Return  of  9  white 
men. 

4.  In  Iroquois  country. 

1.  Lake  Champlain  reached.    2.  Traveled  at  night. 

5.  Battle  with  Iroquois. 

1.  Would  not  fight  on  water.     2.  Champlain  to  the   front.     3. 
Iroquois  defeated. 

6.  Champlain's  work  in  Canada. 

1.  Made  first  permanent  settlement  (1608). 
2  Governor  of  Canada. 

1.  Brought  priests. 
3.  Fur  trade  established. 

7.  Death  of  Champlain. 

1.  On  Christmas  Day  1635. 

8.  Honor  paid  him. 

1.  Monument  erected  in  Quebec.  2.  Title  "Father  of  New  France" 
never  forgotten. 

ASSIGNMENT  :  Tell  of  the  preparations  made  by  the  Indians  for  journey 
to  Iroquois  country.  Why  did  not  the  battle  take  place  on  the  lake?  Why 
were  the  Iroquois  frightened  when  they  saw  Champlain?  Tell  of  Cham- 
plain's  work. 

REFERENCES:  Our  Country's  Story — Tappan.  McMaster's  Primary 
History  of  the  United  States.  Builders  of  Our  Country — Southworth.  First 
Course  in  American  History — Hodgdon. 

JOILET  AND  MARQUETTE. 

INTRODUCTION:  What  kind  of  a  post  was  established  in  Quebec? 
Fur-trading  post.  What  kind  of  people  came  to  this  settlement?  Fur- 
traders  and  adventurers.  What  had  been  Helen's  work  among  the  Indians? 
To  try  to  convert  them  to  her  faith.  Whom  had  Champlain  brought  to 
work  among  the  Indians?  Priests.  Not  long  after  Champlain's  death, 
Marquette,  a  French  priest,  came  to  Canada  to  try  to  convert  the  Indians. 
For  years  he  worked  at  a  mission  on  Lake  Superior.  The  Illinois  Indians 
who  came  often  to  the  mission  told  him  of  a  great  river  they  had  to  cross  on 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  77 

their  way.  This  river  .they  called  "Mesipi."  Marquette  was  very  anxious  to 
find  this  river  which  he  thought  must  flow  into  Gulf  of  California.  What 
may  we  take  for  our  problem? 

PROBLEM  :  To  learn  if  Marquette  found  the  Mississippi  river  and 
something  of  his  adventures  on  his  trip. 

What  is  it  that  Marquette  is  most  anxious  to  do?  Find  "Mesipi"  river. 
Could  he  go  alone  ?  No,  dangers  of  wilderness.  Did  not  know  route.  What 
might  he  do  ?  Ask  the  French  government  to  help  him. 

Governor  Frontenac,  the  French  governor  sent  Joliet,  a  courageous  and 
hardy  young  explorer,  to  explore  the  great  river.  Marquette  was  ordered 
to  go  with  him.  Five  men  were  hired  to  paddle  their  canoes  for  them.  They 
started  from  the  head  of  Lake  Michigan  and  paddled  up  the  Fox  river,  then 
with  the  help  of  some  Indians  carried  their  canoes  across  land  to  the  Wis- 
consin river  and  the  rest  of  the  journey  was  down  stream.  They  floated  on 
until  they  reached  the  Mississippi.  Into  this  river,  they  guided  their  canoes 
and  continued  their  voyage.  On  the  banks  they  saw  Indians,  forests  and 
fields  of  corn.  They  met  one  tribe,  the  Illinois,  which  were  very  friendly. 
They  received  them  with  kindness.  Marquette  explained  in  his  gentle  way 
that  he  had  come  to  tell  the  Indians  of  the  God  who  loved  them.  The  In- 
dian chief  met  them  at  the  door  of  the  wigwam  holding  up  his  hands  as  if  to 
shield  his  eyes  from  a  great  light.  His  greeting  was,  "Frenchmen,  how 
bright  the  sun  shines  when  you  come  to  visit  us."  After  smoking  the  peace 
pipe  Marquette  and  Joliet  went  with  the  Indians  to  another  village  to  visit 
the  great  chief  of  all  the  Indians.  Here  Marquette  told  them  that  he  was  a 
messenger  from  God  and  spoke  in  the  Algonquin  language.  (He  knew  the 
language  of  six  Indian  tribes.)  He  also  told  of  Governor  Frontenac  and 
asked  about  the  Mississippi  river.  A  great  feast  was  served.  What  kind  of 
food?  Buffalo  and  dog  meat,  fish,  porridge.  After  the  feast,  they  went  to 
sleep  on  buffalo  robes.  The  next  morning,  the  chief  and  600  braves  went 
to  the  shore  to  bid  them  farewell.  The  party  then  paddled  on  down  the 
river  past  the  mouth  of  the  Illinois  to  the  mouth  of  the  Missouri  (angry 
muddy  water).  Marquette  made  several  halts  to  preach  to  the  Indians, 
then  went  on  down  to  the  mouth  of  the  Arkansas,  where  they  became  fully 
convinced  that  the  Mississippi  flowed  into  the  Gulf  of  Mexico  and  not  into 
the  Pacific  Ocean.  If  they  went  on  they  might  be  killed  by  the  Spaniards 
whom  they  feared  more  than  the  Indians,  so  they  decided  to  go  back  to 
Canada  and  report  what  they  had  found. 

The  heat  had  been  very  trying  to  Marquette  and  he  was  taken  sick  on 
the  way.  When  they  reached  Green  Bay,  they;  left  Marquette.  Joliet  went 
on  to  Quebec  to  tell  Governor  Frontenac  what  they  had  discovered.  The 
next  fall,  Marquette  went  to  the  home  of  the  Illinois  Indians.  Here  he 
preached  to  the  Indians  until  he  felt  that  he  was  dying,  when  he  asked  to  be 
taken  back  to  Green  Bay  where  he  died.  The  following  year,  a  party  of 
Indians  removed  his  body  with  solemn  ceremony  to  the  mission  where 
Marquette  had  worked,  there  to  rebury  it  beneath  the  floor  of  the  chapel. 

JOLIET  AND  MARQUETTE. 
I.  Reasons  for  Marquette's  coming  to  America. 
1.  To  convert  the  Indians. 


78  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 


II.  Desire  to  explore  Mississippi  river. 

1.  Joliet  sent  with  him.    2.  Five  men  hired  to  paddle  canoes. 

III.  Trip  down  Mississippi  river. 

1.  Experiences  with  Illinois  Indians. 

1.  Compared  Marquette  to  the  sun. 

2.  Visit  to  "Great  Chief." 

1.  Preached  to  them.    2.  Feast  given. 

IV.  Return  to  Canada. 

1.  Reached  Arkansas  river.  2.  Feared  cruelty  of  Spaniards  so  de- 
cided to  return  to  Canada.  3.  Marquette's  illness.  4.  Joliet's 
report.  5.  Marquette's  death. 

ASSIGNMENTS:  For  what  reason  did  Marquette  come  to  America ?  How 
came  he  to  desire  to  explore  the  Mississippi  river?  Who  aided  him.  Tell 
of  his  death. 

REFERENCES:  Mace's  History  Reader — Book  I.  Stories  of  Great 
Americans  for  Little  Americans.  McMaster's  Primary  History  of  United 
States.  Builders  of  Our  Country — Southworth.  First  Course  in  American 
History — Hodgdon. 

LA  SALLE  IN  THE  MISSISSIPPI  RIYKK. 

INTRODUCTION:  What  explorer  went  with  Marquette  on  his  expedi- 
tion through  the  Mississippi  Valley?  Joliet.  What  were  the  results  of  this 
expedition?  Claim,  by  France,  of  the  territory  near  the  Mississippi  river; 
idea  gained  of  the  beautiful  scenery  and  advantages  of  Mississippi  Valley. 
Who  had  carried  this  report  to  Governor  Frontenac  of  Canada?  Joliet. 
What  would  France  be  anxious  to  do?  Secure  control  of  the  Mississippi 
river  from  its  source  to  its  outlet.  How  would  they  do  this?  Send  an 
explorer  to  sail  down  this  river  and  take  possession  of  the  river  and  the 
adjoining  land  in  the  name  of  France.  Should  you  like  to  hear  of  some  of 
the  adventures  of  the  man  who  attempted  to  explore  and  take  possession  of 
this  land  for  France? 

PROCEDURE. 

What  should  we  learn  first  about  this  man?  His  name  and  something 
of  his  early  life. 

The  man  chosen  for  this  work  was  Robert  Cavalier  de  la  Salle,  known 
in  history  as  the  Prince  of  Explorers.  He  was  born  of  wealthy  parents  in 
France  and  received  an  excellent  education  under  the  Jesuit  priests. 

During  his  early  manhood,  La  Salle  lost  murh  of  his  wealth  and  having 
heard  through  his  brother,  who  was  a  priest  in  the  seminary  of  St.  Sulpicc. 
Canada,  of  the  riches  of  the  fur  trade  in  America  decided  to  come  here  and 
engage  in  this  business. 

Where  would  he  establish  a  fur-trading  post?  In  Canada.  He  secured 
a  grant  of  land  near  Montreal  and  built  a  fort-like  post.  He  named  it  La 
Chine  because  he  thought  it  was  on  the  route  to  China.  What  two  other 
French  explorers  had  been  in  this  region  ?  Champlain  and  Cartier. 

La  Salle  encouraged  settlers  to  come  by  giving  them  small  plots  of 
ground.  In  a  year  the  underbrush  had  been  cleared,  the  trees  cut  down  and 
a  village  built  with  a  strong  palisade  around  it.  Why?  Protection  from 
Indians.  The  settlers  planted  about  10  or  12  acres  of  corn.  La  Salle  was 
growing  rich  trading  in  furs,  but  he  was  most  anxious  to  secure  the  land  for 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  79 

France  and  also  to  see  if  the  St.  Lawrence  River  were  not  on  the  water 
route  to  China.  To  whom  would  he  go  for  knowledge  about  the  country? 
The  Indians. 

He  studied  the  languages  and  habits  of  the  Indians,  not  only  of  the 
Algonquin  and  Huron  tribes,  but  of  the  Iroquois  also.  He  made  a  journey 
into  the  district  of  the  Iroquois  and  then  by  making  friends  with  them 
learned  of  the  Ohio  River.  It  is  supposed  that  he  sailed  down  this  river  as 
far  as  Louisville.  He  went  to  France  twice  in  the  interest  of  his  colony  in 
New  France  and  on  the  last  trip  received  permission  from  the  king  to  build 
forts  in  the  Mississippi  valley.  He  brought  Henri  de  Tonty,  a  young  Italian 
soldier  whom  he  met  in  France  to  America  with  him.  He  also  brought  sail- 
ors, carpenters,  anchors,  and  cables  for  he  intended  to  build  a  ship  on  the 
lakes.  He  built  a  store  house  at  Niagara  but  the  Indians  were  displeased 
when  he  began  to  build  his  ship.  Why?  Their  suspicious  natures  made 
them  afraid. 

They  threatened  to  burn  the  ship  but  did  not  carry  out  their  threats  so 
the  "Griffin,"  as  he  named  the  ship,  was  finished  and  towed  up  the  Niagara 
river  and  then  into  Lake  Erie.  Hennepin,  a  missionary,  accompanied  him. 
How  would  the  colonists  feel  when  this  boat  sailed  across  Lake  Erie?  Very 
happy  and  proud. 

Amid  great  rejoicing,  firing  of  cannon,  and  singing  of  songs,  she  spread 
her  white  sails,  the  first  to  be  seen  on  the  waters  of  the  Lakes.  They  sailed 
on  into  Lake  St.  Clair,  then  into  Lake  Huron  until  they  reached  the  mission 
town,  where  Marquette  was  buried.  (Trace  journey  of  Griffin  on  wall 
map,  on  outline  base  map  on  desk.) 

What  would  they  wish  to  do?  Stop  to  visit  Marquette's  tomb.  They 
fired  the  cannon  of  the  Griffin  as  they  neared  the  mission,  then  landed  and 
marched  to  the  chapel  and  knelt  before  the  altar. 

La  Salle  then  sailed  through  the  straits  and  to  the  head  of  Green  Bay 
where  he  found  the  men  who  had  been  sent  on  ahead  with  a  great  quantity 
of  furs.  Laden  with  these,  the  Griffin  sailed  for  the  store-house  on  the 
Niagara,  where  some  men  were  to  meet  it  and  take  the  furs  on  to  Canada. 
What  should  be  our  problem  next  time? 

PROBLEM  II :  To  learn  of  La  Salle's  adventures  after  sending  away  the 
Griffin. 

LA  SALLE  IN  MISSISSIPPI  VALLEY. 

1.  Early  Life. 

1.  Born  of  wealthy  parents  in  Reoun,  France.  2.  Educated  under 
Jesuit  priests. 

2.  Reasons  for  coming  to  Canada. 

1.  To  find  mouth  of  "Father  of  Waters."  2.  To  gain  possession  of 
land  for  France.  3.  To  regain  his  fortune  by  trading  in  furs. 

3.  His  plans. 

1.  To  sail  through  Great  Lakes.    2.  To  explore  and  build  forts. 

4.  His  journey. 

1.  Built  ship  called  the  "Griffin."  2.  Towed  boat  up  Niagara  river. 
3.  Sailed  through  Lakes  Erie,  St.  Clair  and  Huron.  4.Stopped  at 
Marquette's  Mission.  5.  Griffin  laden  with  furs.  Sent  to  Niagara. 


80  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

ASSIGNMENT:  Draw  map  of  Great  Lakes  showing  La  Salle's  journey 
to  Marquette's  Mission.  Why  was  La  Salle  most  anxious  to  make  friends 
with  the  Indians  ?  Why  was  La  Salle  anxious  to  build  a  boat  ? 

Lesson  II. 

PROBLEM  II :  To  learn  of  La  Salle's  adventures  after  sending  the 
Griffin  off  to  Niagara. 

PROCEDURE. 

At  the  head  of  what  lake  did  La  Salle  load  the  Griffin  with  furs?  Green 
Bay  on  Lake  Michigan.  After  sending  off  the  Griffin,  La  Salle,  with 
fourteen  men  and  four  canoes  went  down  Lake  Michigan  to  the  St.  Joseph 
River.  Here  he  built  a  fort  and  waited  until  December  hoping  that  the  Griffin 
would  return,  but  no  Griffin  came.  He  sent  two  men,  with  Tonti  as  their 
leader  to  seek  her  while  he  with  the  others  made  his  way  to  the  Illinois 
River.  They  sailed  down  this  river  until  they  came  to  an  Indian  village. 
La  Salle  told  the  Indians  that  he  had  come  to  protect  them  from  their 
enemies.  What  would  Hennepin's  work  be?  To  tell  Indians  of  the  true  God. 

La  Salle  then  told  the  Indians  that  he  was  going  to  build  a  great  wooden 
canoe  with  which  to  sail  the  Mississippi  river.  This  pleased  the  Indians  and 
they  feasted  and  entertained  the  white  nun. 

That  night  some  Indians,  hostile  to  La  Salle,  came  to  the  camp  and 
told  the  Indians  that  La  Salle  was  going  down  the  Mississippi  river  to  stir 
up  the  Arkansas  tribes  to  fight  against  the  Illinois.  What  eflect  would  this 
have  upon  the  friendly  Indians?  Make  them  afraid  to  let  La  Salle  go  down 
the  Mississippi  river. 

When  morning  came  it  was  easy  to  tell  that  a  change  had  come  over 
the  Illinois  Indians  for  they  began  to  tell  stories  of  the  terrible  danger  of 
the  river.  What  might  they  tell?  Of  fierce  monsters,  and  of  great  whirl- 
pools. Would  these  tales  frighten  La  Salle?  No,  he  was  too  brave  to  let 
such  tales  trouble  him. 

But  his  men  were  very  much  alarmed.  Six  ran  away  that  night  and 
some  of  the  others  tried  to  poison  La  Salle.  Tonti  came  just  about  this  time, 
but.  brought  no  news  of  the  Griffin.  What  must  have  happened  to  her? 
Sunk  in  the  lakes.  Overcome  by  a  storm. 

La  Salle  and  his  men  then  pushed  on  farther  down  the  river  where 
they  built  a  fort  called  Fort  St.  Louis  or  Starved  Rock.  A  little  farther  on, 
they  built  a  fort  known  as  Fort  Crevecoeur  (Broken  Heart). 

La  Salle's  ship  was  lost;  many  of  his  men  were  unfaithful;  his  enemies 
at  Canada  were  plotting  against  him  and  yet  he  did  not  lose  hope.  He  still 
wished  to  try  to  reach  the  mouth  of  the  Mississippi  river.  What  must  he 
do?  Build  another  ship.  His  sawyers  had  run  away,  how  would  he  over- 
come this  difficulty?  Saw  the  timbers  himself.  How  would  this  make  the 
others  feel  ?  Very  much  ashamed  and  make  them  willing  to  help. 

They  all  set  to  work  and  in  six  weeks  the  ship  was  half  done.  But 
there  were  no  anchors,  no  cables,  no  rigging.  Where  must  they  go  for 
these?  To  Canada. 

Yes,  the  only  place  to  get  them  was  at  Montreal  and  that  was  1,000  miles 
away.  What  do  you  think  this  brave  man  did?  Went  all  that  distance  to 
get  the  rigging. 


LESSON  PLANS  IN  FOURTH  GRADE  HISTORY.  81 

Before  he  started  for  Montreal,  he  sent  Tonti  back  to  Fort  St.  Louis 
or  Starved  Rock  to  fortify  it.  He  sent  Hennepin  to  explore  the  Mississippi 
and  Illinois  rivers.  It  was  a  fearful  journey  which  La  Salle  and  his  com- 
panions had,  sometimes  pushing  the  canoes  through  the  drifting  ice,  some- 
times walking,  over  land  for  many  miles  carrying  their  canoes  on  their 
shoulders;  sometimes  in  danger  from  the  Iroquois;  sometimes  torn  by 
brush  and  briars  through  which  they  made  their  way,  yet  they  pushed 
bravely  on  until  the  Niagara  River  was  reached.  By  this  time,  all  but  La 
Salle  were  exhausted.  What  would  he  do?  Leave  his  companions  at 
Niagara  and  push  on  again. 

He  secured  three  fresh  men  and  pushing  on  again,  reached  Fort  Fron- 
tenac  in  May  where  news  awaited  him  that  the  Griffin  was  lost  and  that  a 
ship  from  France  laden  with  supplies  for  him  had  been  wrecked.  He  did 
not  give  up  however,  but  went  on  to  Montreal  for  his  supplies  then  returned 
with  them  to  Fort  Frontenac.  What  must  be  our  problem  next  time  ? 

PROBLEM  III :  To  learn  if  La  Salle  reached  Crevecoeur  with  the  sup- 
plies and  if  they  aided  him  in  reaching  the  mouth  of  the  Mississippi  River. 

OUTLINE. 

6.  La  Salle's  trip  down  lake  to  St.  Joseph's  River. 

7.  Waited  until  December  for  return  of  Griffin. 

8.  Made  his  way  to  Illinois  River. 

9.  Sailed  down  Illinois  River  to  Indian  village. 

10.  Treatment  by  Indians. 

1.  At  first  very  kind.    2.  Later — suspicious  of  La  Salle. 

11.  Fort  Crevecoeur  built. 

1.  Boat  started. 

12.  Trip  to  Fort  Frontenac  for  rigging.  . 

1.  Rough  journey  of  1,000  miles.    2.  Bad  news  received  there. 

13.  Supplies  secured  at  Montreal. 

ASSIGNMENTS:  Why  was  Fort  St.  Louis  named  Crevecoeur  or  Broken 
Heart?  Tell  about  La  Salle's  trip  to  Montreal  for  the  rigging,  anchors. 
Why  were  the  Indians  justified  in  becoming  suspicious  of  La  Salle? 

Lesson  III. 

PROBLEM  III :  To  learn  if  La  Salle  reached  Crevecoeur  with  the  supplies 
and  if  they  aided  him  in  reaching  the  mouth  of  the  Mississippi  River. 

PROCEDURE. 

When  La  Salle  reached  Crevecoeur  the  following1  winter,  he  found  his 
men  gone,  his  fort  pulled  to  pieces,  but  his  ship  was  almost  as  he  had  left  it. 
On  one  of  the  planks  was  written  in  French,  "We  are  all  savages."  What 
was  La  Salle's  one  great  aim  ?  To  reach  the  mouth  of  the  Mississippi  River. 

He  pushed  on  down  this  great  river  for  a  short  distance,  then  turned 
his  canoes  and  went  back  to  Fort  Frontenac.  In  December,  1681,  La  Salle 
started  once  more  with  Tonti,  whom  he  found  at  Frontenac,  on  his  dangerous 
journey.  With  them  were  twenty-three  Frenchmen  besides  about  thirty 
Indians.  They  entered  Chicago  River  from  Lake  Michigan.  How  would 
they  find  this  river  in  winter?  Frozen  over.  (December.) 

They  made  sledges  and  loaded  the  canoes  and  baggage  on  them,  cross- 
ing the  river  in  this  way.'  They  then  went  overland  to  the  Illinois  River  and 


82  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

finally  reached  the  Mississippi  River.  They  sailed  on  past  the  mouths  of  the 
Missouri  and  Ohio  Rivers  until  they  reached  the  mouth  of  the  Arkansas 
River.  Here  La  Salle  raised  a  cross  bearing  the  arms  of  France  and  took 
possession  of  the  country  for  the  French  king.  He  then  pushed  on  south 
until  they  reached  the  Gulf  of  Mexico.  He  had  reached  his  journey's  end, 
the  mouth  of  the  Mississippi.  (Trace  route  on  wall  map.  Record  on  base 
map  on  desk.)  Here  he  proclaimed  in  a  loud  voice  that  he  was  taking,  for 
France,  all  the  land  extending  from  the  Ohio  River  to  the  mouth  of  the 
Mississippi  River  including  all  the  rivers  which  flow  into  the  Mississippi. 
To  this  vast  region  he  gave  the  name  of  Louisiana  or  Louis'  land.  It  ex- 
tended from  the  Alleghanies  to  the  Rocky  Mountains,  and  from  the  Gulf  of 
Mexico  to  Canada.  (Show  on  wall  map.)  (Mark  boundaries  on  base  map 
on  desks.) 

Then  the  party  began  the  slow  journey  back  up  the  stream,  La  Salle 
finally  reached  the  Mackinac  river  and  there  began  to  lay  great  plans. 
They  went  on  to  Starved  Rock  or  Fort  St.  Louis  where  they  cut  away 
trees  and  built  storehouses,  log  huts  and  a  palisade.  In  the  valley  below, 
hundreds  of  the  Illinois  Indians  came  and  built  their  wigwams  that  they 
might  be  safe  from  their  enemies,  the  Iroquois.  Tonti  was  put  in  command 
of  this  fort.  What  would  La  Salle  be  anxious  to  do  in  order  to  hold  the 
land  at  the  mouth  of  the  Mississippi  river  for  France?  Plant  a  colony. 
What  will  be  our  problem  next  time? 

PROBLEM  IV:  To  learn  if  La  Salle  succeeded  in  planting  a  colony  at 
the  mouth  of  the  Mississippi  River. 

OUTLINE. 

14.  Return  to  Fort  Crevecoeur. 

1.  Men  gone,  fort  destroyed.    2.  Ship  almost  as  he  had  left  it. 

15.  Journey  continued  down  Mississippi  River. 

16.  Return  to  Fort  Frontenac. 

17.  Started  again  for  mouth  of  Mississippi  River. 

1.  Tonti,  twenty-three  Frenchmen  and  thirty  Indian.-. 

18.  Reached  mouth  of  Arkansas  River. 

1.  Cross  raised.    Possession  of  the  land  taken  for  France. 

19.  Reached  mouth  of  Mississippi  River,  April  9,  1682. 

1.  Claimed  entire  Mississippi  Valley  for  France.    2.  Named  territory, 

Louisiana  or  Louis'  Land. 

ASSIGNMENTS:  Tell  about  La  Salle's  journey  from  Fort  Frontenac  to 
the  mouth  of  the  Arkansas  River.  Why  would  the  white  people  be  glad 
to  have  the  village  of  Illinois  Indians  so  near  them? 

Lesson  IV. 

PROBLEM  IV:  To  learn  if  La  Salle  succeeded  in  planting  a  colony  at 
the  mouth  of  the  Mississippi  River. 

PROCEDURE. 

Before  La  Salle  could  attempt  to  plant  a  colony  in  this  new  country, 
what  must  he  do?  Gain  permission  from  the  king  of  France. 

In  1684  La  Salle  was  in  France.  His  purpose  was  to  ask  the  King  for 
one  ship  and  200  men,  that  he  might  build  a  fort  at  the  mouth  of  the  Missis- 
sippi River.  The  king  granted  his  request  giving  him  four  ships  instead  of 
one,  and  a  colony  of  more  than  150  persons. 


UJSSON    PLANS    IN    FOURTH    GRADE    HISTORY.  83 

La  Salle  planned  to  reach  the  mouth  of  the  Mississippi  River  by  crossing 
the  Gulf  of  Mexico  (trace  on  map),  but  he  passed  the  mouth  of  the  Missis- 
sippi without  knowing  it  and  entered  Matagorda  Bay  off  the  coast  of  Texas. 
(Locate.)  He  thought  he  was  off  the  western  shore  of  the  Mississippi. 
He  ordered  the  ships  to  be  brought  into  the  bay  and  the  men  to  go  on  shore. 
One  of  the  ships  was  wrecked  on  a  reef.  He  sent  two  ships  back  to  France. 
After  building  some  houses  for  his  little  colony,  La  Salle  went  northward 
with  about  50  men.  They  were  gone  about  five  months  and  returned  ragged 
and  wearied  and  everyone  discouraged  but  La  Salle. 

A  few  days  after  his  return,  the  ship  that  he  had  kept  was  wrecked. 
Many  of  his  colony  had  died  of  disease  and  La  Salle  himself  was  much 
broken  in  health.  He  resolved  to  find  the  Mississippi  River  and  journey 
back  to  Canada  to  get  supplies. 

Everyone  set  to  work  to  prepare  for  this  journey.  The  sails  of  the 
wrecked  vessel  were  cut  up  and  pieced  with  deer  skins  to  make  coats  for  the 
men.  When  all  was  ready,  across  the  prairies  they  journeyed.  One  day 
the  men  fell  into  a  quarrel  about  some  buffalo  meat.  Three  were  killed, 
among  them  La  Salle's  nephew.  When  La  Salle  missed  his  nephew  he 
asked  where  he  was.  One  of  the  party  impudently  answered  "He  is  skulking 
about  somewhere." 

La  Salle  rebuked  him  for  his  manner  of  speaking.,  and  just  then  an 
arrow  whizzed  from  the  grass  and  La  Salle  fell  over  dead.  A  few  of  La 
Salle's  companions  succeeded  in  reaching  Fort  St.  Louis.  How  would  Tonti 
feel  when  he  learned  of  La  Salle's  death?  Very  sad.  He  grieved  bitterly 
when  he  learned  the  sad  news. 

These  Frenchmen  at  last  found  their  way  back  to  Montreal.  The 
French  king  refused  to  send  aid  to  the  starving  colonists  in  Texas  so  Tonti 
resolved  to  rescue  them.  They  journeyed  with  Tonti  to  the  lower  Mississippi 
then  deserted  him  and  he  returned  to  Starved  Rock  where  he  commanded  the 
fort  for  many  years.  What  had  the  king  of  France  given  La  Salle  permission 
to  do?  Plant  a  colony  at  the  mouth  of  the  Mississippi  River. 

Where  La  Salle  had  plowed,  others  were  to  sow  the  seed.  His  great 
plan  was  carried  out  and  forts  were,  established  from  the  Great  Lakes  to 
the  Gulf  of  Mexico.  By  1689  the  French  were  in  possession  of  the  broad 
valleys  of  the  St.  Lawrence  and  the  Mississippi  Rivers  and  were  watching  for 
an  opportunity  to  seize  the  land  in  the  Hudson  Valley.  They  found  that  the 
English  would  reach  the  Great  Lakes  and  become  rivals  in  the  rich  fur 
trade  of  the  northwest.  But  standing  like  watchdogs  guarding  New  York 
state  were  the  Iroquois  or  Five  Nations  ready  always  to  fight  their  old 
enemies  and  to  help  their  friends,  the  English.  Will  the  French  king  be 
able  to  keep  this  coast  country  abounding  in  lakes  and  rivers,  in  hills  and 
valleys  far  greater  than  any  in  all  Europe? 

OUTLINE. 
5.  Attempt  to  plant  a  colony. 

1.  Permission  granted  by  king  of  France. 

1.  Four  ships  given,  150  people  sent. 

2.  Attempt  to  reach  mouth  of  Mississippi  River  by  way  of  Gulf  of 

Mexico. 


84  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

3.  Passed  mouth  of  river. 

4.  Entered  Matagorda  Bay. 

5.  Colony  established  on  coast  of  Texas. 

6.  Second  attempt  to  rind  mouth  of  river. 

1.  Desire  to  get  supplies  from  Montreal.    2.  Preparations  and 
difficulties  of  journey. 

6.  Death  of  La  Salle. 

1.  Quarrel  about  buffalo  meat.  2.  Death  of  nephew.  3.  Arrow  shot 
from  ambush. 

7.  Work  of  La  Salle. 

1.  Explored  Mississippi  River  to  mouth.  2.  Establishment  of  chain  of 
forts  along  Mississippi  River  from  Great  Lakes  to  Gulf  of  Mexico. 
3.  Possession  of  land  in  Mississippi  valley  gained  for  France, 
1682. 

ASSIGNMENTS:  Why  is  La  Salle's  name  famous  in  history?  Tell 
about  La  Salle's  death.  Why  was  it  so  much  easier  for  La  Salle  to  pass 
the  mouth  of  the  Mississippi  River  than  for  ships  of  this  day '". 

REFERENCES:  American  History — Riggs.  Stories  of  Heroism — Mace. 
Discovery  of  Old  Northwest — Baldwin.  Builders  of  Our  Country — South- 
worth.  First  Course  American  History  Bk.  I — Hodgdon. 


Colonization 

ATTEMPTS  AT  COLONIZATION. 
FRENCH  AND  SPANISH  IN  FLORIDA. 

INTRODUCTION  :  Why  did  the  French  come  to  America?  To  search  for 
new  fishing  grounds.  To  gain  a  share  in  the  land  in  the  new  continent.  To 
escape  persecution  by  the  Catholics.  Who  brought  the  Protestant  com- 
panies over.  Ribaut  and  Laudonierre.  Where  did  Laudonierre  take  his 
company?  To  Florida  on  St.  John's  river.  Where  did  Ribaut  take  his 
companies?  One  to  Port  Royal,  S.  C.,  the  other  to  join  Laudonierre's  on 
St.  John's  river,  Fla.  What  became  of  the  company  at  Port  Royal?  When 
Ribaut  went  back  there,  two  years  later,  the  company  had  disappeared. 
They  had  built  a  raft  and  started  back  to  France  but  were  picked  UD  by  an 
English  vessel  and  taken  prisoners  to  England.  What  did  he  do  when  he 
could  find  no  trace  of  his  colony?  Sailed  to  St.  John's  River,  where  Lau- 
donierre had  been  sent  with  a  company  of  Protestants  by  Coligny.  Why 
was  Laudonierre's  company  glad  to  see  him?  They  were  glad  to  receive 
the  supplies  Ribaut  had  brought  and  also  to  have  other  Protestants  join 
them.  What  did  Ribaut  find  Loudonierre's  company  had  done?  Built  a 
little  village,  which  they  had  called  Fort  Caroline.  What  occupations  had 
these  people  in  this  little  village?  Fishing,  hunting,  and  farming.  What 
other  country  had  sent  people  to  explore  Florida?  Spain.  What  Spaniards 
had  explored  Florida?  Ponce  de  Leon  and  Cabeza  de  Vaca.  How  do  you 
think  the  king  of  Spain  felt  when  he  heard  of  this  French  settlement  in 
Florida?  Angry  because  he  claimed  Florida  since  Ponce  de  Leon  and  de 
Vaca  had  explored  it.  Then  what  problem  may  we  make  for  a  further 
study  of  this  little  French  colony  at  Fort  Caroline? 

PROBLEM  :  To  learn  if  the  King  of  Spain  troubled  the  colony  at  Fort 
Caroline  and  the  result. 

When  rumors  of  a  French  settlement  in  Florida  came  to  the  king  of 
Spain,  what  would  he  be  likely  to  say?  That  they  must  leave.  What  action 
would  he  take  to  make  them  go?  Send  an  expedition  to  drive  them  out. 

A  Spanish  officer  whose  name  was  Pedro  Menendez  was  sent  with 
almost  unlimited  power  to  defend  the  rights  of  Spain.  What  must  he  do 
before  attacking  the  French  settlement?  Find  out  the  strength  of  the 
French  settlement.  What  would  be  the  best  way  to  do  this?  Land  some- 
where near  them  and  send  out  spies  to  find  where  the  settlement  was  and  its 
strength.  That  is  exactly  what  they  did.  Menendez  took  possession  of  the 
forsaken  home  of  an  Indian  chief  and  strongly  fortified  it.  Why?  To 
prevent  an  attack  by  the  French  or  Indians.  Thus  was  founded,  1565,  the 
oldest  town  of  the  United  States,  St.  Augustine.  When  the  French  at  Fort 
Caroline  heard  of  this  Spanish  settlement  at  St.  Augustine,  what  do  you 
suppose  they  decided  to  do?  Strike  the  first  blow.  Their  best  chance  lay 
in  attacking  the  Spaniards  from  the  sea.  Who  would  be  chosen  from  this 
company  to  make  the  attack?  The  strong  men  and  leaders.  How  would 
the  women  and  children  feel  when  they  departed?  Very  sad  and  sorely 
frightened. 

Hardly  had  the  ships  left  the  harbor  when  a  frightful  storm  broke  upon 
them.  It  raeed  for  days.  What  would  be  effect  upon  the  ships?  Every 


86  LKSSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

ship  was  wrecked.  What  would  the  Spaniards  do  when  they  saw  the  mis- 
fortune that  had  befallen  the  French?  Rejoice,  because  of  the  impossibility 
of  the  French  to  land.  What  action  would  the  Spaniards  take?  Prepare  to 
attack  the  unprotected  Protestants  at  Fort  Caroline.  How  would  they  attack 
Fort  Caroline?  By  land. 

It  was  a  dreary  march  through  the  swampy  wilderness,  but  the 
Spaniards  were  cheered  onward  by  the  thought  that  they  were  going  to 
defend  the  honor  of  their  country.  When  they  reached  the  French  fort 
they  shouted  their  war  cry,  "Santiago,"  and  killed  many  of  the  unprotected 
French.  Only  a  few  men  and  women  and  children  escaped.  The  Spaniards 
then  returned  to  their  settlement  at  St.  Augustine,  quite  sure  that  they  had 
done  a  noble  deed.  They  were  not  willing  to  let  the  French  who  were  on 
the  ships  escape,  but  captured  and  killed  them  also. 

When  news  of  this  massacre  and  the  fate  of  Fort  Caroline  reached 
France,  what  action  do  you  think  would  be  taken?  Would  the  French  king 
send  an  expedition  against  the  Spaniards?  The  king  did  not  take  any 
action  whatever  but  a  Frenchman,  De  Gourgues,  who  hated  the  Spaniards 
decided  to  have  revenge  so  he  sold  all  his  property  and  with  the  money  fitted 
out  an  expedition  to  go  and  attack  the  Spaniards  at  St.  Augustine.  He 
killed  eve.ry  Spaniard  at  St.  Augustine  and  then  sailed  back  to  France.  That 
was  the  end  of  the  little  Spanish  settlement.  Let  us  all  contribute  in  making 
an  "outline  for  our  history  books. 

FRENCH  AND  SPANISH    IN    FLORIDA. 
I.  Reasons  for  French  in  Florida. 

1.  Sent   over  under   Laudonierre,    1564,   to  escape  persecution  by 

Catholics. 

2.  Joined  by  Ribaut,  1565 

3.  Fort  Caroline  built. 

1.   People  engaged  in  hunting,  fishing  and  farming. 
II.  Reasons  for  Spanish  in  Florida. 

1.  Sent  over  under  Menendez,  by  Spanish  king  to  drive  out  French. 

2.  St.  Augustine,  established  colony,  15f>5. 

III.  Fate  of  Fort  Caroline. 

1.  French  men  left  in  boats  to  attack  St.  Augustine. 

1.  Kept  from  landing  by  violent  storms. 

2.  Unprotected  French  fort  captured  by  Spanish. 

3.  Men  on  boats  captured  by  Spanish. 

IV.  Fate  of  St.  Augustine. 

1.  No  action  for  revenge  taken  by  king.    2.  De  Gourgues'  plan  for 
revenge. 

1.  Sold  property,  fitted  out  expedition.    2.  Destroyed  settle- 
ment at  St.  Augustine. 

ASSIGNMENTS:  Why  had  the  French  come  to  Florida?  What  settle- 
ment did  they  make?  Why  had  the  Spaniards  come  to  Florida?  What 
settlement  did  they  make  ?  What  was  the  fate  of  the  French  settlement  V 
Fort  Caroline?  What  was  the  fate  of  the  Spanish  settlement  at  St.  Augus- 
tine? 

REFERENCES:  Builders  of  Our  Country— Southworth.  First  Book 
American  History — Perry  and  Price. 


PLANS  IN  FOURTH  GRADE  HISTORY.  87 

II. 

THE  ENGLISH  AT  ROANOKE— SIR  WALTER  RALEIGH. 

INTRODUCTION  :  What  two  attempts  at  colonization  have  we  just 
studied?  Fort  Caroline  by  the  French;  St.  Augustine  by  the  Spanish? 
What  was  the  fate  of  each  of  these  settlements?  What  other  country  had 
sent  explorers  here?  England.  Should  you  like  to  hear  of  an  Englishman, 
Sir  Walter  Raleigh,  who  attempted  a  settlement  in  America,  but  failed? 
What  would  be  the  first  thing  you  would  like  to  learn  about  him?  Some- 
thing of  his  life  before  he  came  to  America.  State  our  problem  then. 
Problem:  To  learn  something  of  the  life  of  Raleigh  before  he  attempted 
to  plant  a  colony  in  America. 

Walter  Raleigh  was  born  in  a  small  farmhouse  near  the  Otto  River,  in 
Devonshire,  England,  1552.  He  received  his  early  education  from  his 
mother.  As  his  home  was  near  the  ocean,  what  would  he  like  to  do?  Spend 
part  of  his  time  on  the  shore,  talking  with  the  fishermen  in  their  cottages. 

What  stories  would  they  tell  him?  Stories  of  their  adventures  and  of 
shipwrecks.  He  might  read  of  the  discoveries  of  Columbus,  Magellan, 
Cortez.  What  would  this  make  him  wish  to  do?  Make  him  wish  to  be  a 
hero  and  have  such  adventures. 

Raleigh  also  spent  quite  a  little  of  his  time  at  a  castle,  a  short  distance 
from  his  home,  in  which  lived  his  step-brother,  Sir  Humphrey  Gilbert.  Sir 
Humphrey  was  very  fond  of  Raleigh,  and  in  consequence  very  kind  to  him. 

At  about  fifteen  Raleigh  went  to  Oxford  College,  where  he  was  liked  by 
everyone.  When  he  had  been  at  college  three  years,  he  was  offered  a  chance 
to  try  some  of  the  adventures  he  had  so  long  thought  of  and  dreamed  about. 
A  war  was  going  on  in  France  between  the  Protestants  and  Catholics. 
Queen  Elizabeth  of  England  wished  to  help  the  Protestants,  so  she  encour- 
aged young  English  noblemen  to  go  to  their  aid.  Raleigh  went  with  his 
cousin,  who  had  about  one  hundred  men  under  his  charge.  They  joined 
Coligny,  the  leader  of  the  Protestants.  They  performed  many  brave  deeds 
and  fought  many  battles  during  the  six  years  they  remained  in  France. 
When  they  returned  to  England.  Raleigh,  who  was  24  years  old,  resumed 
his  studies.  Everyone  thought  him  handsome,  and  he  was  noted  for  his 
refined  and  graceful  manner. 

His  second  adventure  was  in  Holland.  The  Spanish  had  declared  war 
against  the  Dutch.  Raleigh  was  given  command  of  a  company.  The 
Spaniards  were  defeated.  How  did  this  make  the  English  feel  about 
Raleigh?  Very  proud  of  him.  Raleigh  went  on  two  other  expeditions  be- 
fore attempting  to  plant  his  colnny,  one  to  America,  one  to  Ireland.  What 
should  you  like  to  learn  about  those  ? 

PROBLEM  :  To  learn  Raleigh's  reason  for  going!  on  these  expeditions, 
and  something  of  his  adventures  while  on  them.  Let  us  make  our  outline 
of  today's  lesson  for  our  books. 

ENGLISH  AT  ROANOKE,  VIRGINIA,  1585. 
1.  Life  before  attempting  to  plant  the  colony. 
1.  Born  in  Devonshire,  England. 
2.  Spent  time  on  shore. 

1.  Talking  to  sailors.     2.  Listening  to  stones  of  adventures  and 
shipwreck.     3.  Association  with  Sir  Humphrey  Gilbert.     4. 


88  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

Education. 

Received  early  education   from  mother.     Went   to   Oxford 
College  at  age  of  15.     Remained  there  three  years. 
2.  Adventures. 

1.  Aided  Protestants  in  France. 

1.  Went    with    cousin,    joined    Coligny.     2.  Remained    there    six 
years. 

2.  Aided  Dutch  against  Spanish. 

1.  Raleigh  in  command  of  a  company.     2.  Spanish  were  defeated. 

ASSIGNMENTS: 

1.  Tell  something  of  Raleigh's  early  life.  2.  Why  would  he  be  interested 
in  the  stories  of  Columbus,  Magellan  and  Cortez?  3.  Tell  something  of 
Raleigh's  adventures  in  France.  4.  What  was  his  second  adventure? 
Why  was  England  proud  of  Raleigh? 

Lesson  II. 

PROBLEM — To  learn  Raleigh's  reason  for  going  on  further  expeditions 
and  something  of  his  adventures  en  route. 

Why  was  England  so  proud  of  Relaigh?  He  had  helped  the  Dutch  to 
defeat  the  Spaniards.  His  wit,  learning  and  charm  soon  made  him  popular, 
while  his  acts  of  gallantry  especially  endeared  him  to  the  queen.  Tell  story 
of  spreading  velvet  coat  over  mud.  It  was  Elizabeth's  custom  to  reward  her 
favorites  by  giving  them  an  opportunity  to  make  large  fortunes.  She  ga\e 
Raleigh  the  privilege  of  exporting  woolen  goods  and  silks,  and  of  selling 
wines.  He  soon  became  a  wealthy  man.  This  enabled  him  to  gratify  his 
love  for  fine  attire.  Why  had  the  people  of  Europe  come  to  America?  To 
search  for  gold  and  silver.  Raleigh  and  his  half-brother,  Sir  Humphrey 
Gilbert,  desired  to  plant  colonies  in  America  for  other  reasons.  Their  idea 
was  to  build  houses,  cultivate  the  ground,  and  establish  a  farming  commu- 
nity to  which  England  might  send  her  laborers  who  could  find  no  work  at 
home.  These  colonies,  Raleigh  hoped,  would  give  England  a  part  of  the 
new  land,  and  establish  additional  trading  points  for  England. 

When  Gilbert  fitted  out  his  first  expedition  to  come  to  America,  1578, 
Raleigh  came  with  him.  While  en  route  he  learned  about  everything  on  the 
boat,  and  studied  when  he  was  not  helping  the  sailors.  The  expedition  was 
not  a  successful  one,  for  they  were  attacked  by  the  Spaniards,  and  had  to 
return  to  England. 

Soon  after  this  Raleigh  was  sent  to  Ireland  to  help  put  down  a  rebellion 
there.  He  fought  so  bravely  that  all  England  sounded  his  praises.  How 
did  the  queen  feel  about  Raleigh?  Very  proud  of  him.  She  gave  him  a 
place  at  her  court,  which  was  one  of  the  most  brilliant  then  in  Europe. 

What  had  happened  to  Sir  Humphrey  Gilbert's  fleet  on  his  first  expe- 
dition? It  was  attacked  by  Spaniards,  so  had  turned  back  to  England.  He 
started  out  on  another,  and  landed  in  Newfoundland,  claiming  it  in  the 
name  of  the  Queen  of  England.  From  there  he  sailed  up  the  Kennebec 
River.  As  his  three  vessels  sailed  along;  the  coast  (trace  on  map)  a  great 
storm  arose  and  one  ship  sank.  Sir  Humphrey  started  back  to  England, 
but  his  ship  was  wrecked  and  he  was  drowned.  When  Raleigh,  who  was 
not  with  him  on  this  voyage,  heard  of  his  death,  he  decided  to  take  up  his 


I 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  89 

work.  The  queen  gave  Raleigh,  1584,  the  charter  that  she  had  granted  to 
Gilbert.  This  gave  him  ''the  right  to  lay  claim  to  any  land  in  the  west  not 
actually  possessed  by  a  Christian."  The  charter  made  Raleigh  governor 
of  all  the  colonies  he  might  establish,  and  it  gave  to  the  settlers  the  freedom 
and  privileges  that  they  enjoyed  at  home.  What  should  be  our  problem  next 
time  ? 

PROBLEM — To  learn  if  Raleigh  succeeded  in  planting  a  colony  in 
America.  Let  us  all  contribute  in  making  our  outline. 

3.  Experience  with  Sir  Humphrey.     Gilbert  on  trip  to  America. 

1.  Reasons  for  trip. 

1.  Desire  to  establish  farming  community  where  laborers  might 
find  work.  2.  Desire  to  establish  trading  posts  for  Eng- 
land. 3.  Desire  to  give  England  a  share  of  new  land. 

2.  Result.    Attacked  by  Spaniards,  turned  back. 

4.  Experiences    in    Ireland.     Helped   to    quell    rebellion    in    Ireland. 

Queen  very  proud  of  Raleigh. 
5.  Raleigh's  desire  to  come  to  America. 

1.  Reasons  for  coming. 

1.  To  take  up  work  of  Sir  Humphrey  Gilbert  after  his  death. 

2.  Sir  Humphrey's  charter  given  by  Queen  to  Raleigh,  1584. 
ASSIGNMENTS: 

1.  How  was  it  possible  for  Raleigh  to  become  a  rich  man?  2.  For 
what  reasons  did  Raleigh  and  Sir  Humphrey  Gilbert  wish  to  come  to 
America?  3.  How  many  trips  did  Sir  Humphrey  make?  What  was  the 
result  of  each? 

Lesson  III. 

PROBLEM  :  To  learn  if  Raleigh  succeeded  in  planting  a  colony  in 
America.  W^hat  were  the  provisions  of  the  charter  granted  Raleigh  by 
Queen  Elizabeth?  Raleigh  had  the  right  to  explore  and  settle  any  land 
not  actually  owned  by  Christians.  Raleigh  was  to  be  governor  over  all  the 
colonies  he  might  establish,  and  the  settlers  were  to  have  all  the  freedom 
and  privileges  enjoyed  in  England. 

Raleigh  thought  best  to  send  an  exploring  party  ahead,  so  that  when 
the  colonists  reached  America  they  would  know  what  to  expect,  so  he  sent 
two  vessels,  1584.  They  anchored  just  off  the  Island  of  Roanoke.  Going 
ashore,  they  found  a  delightful  climate,  rich  vegetation,  and  the  Indians  so 
kind  and  eager  to  welcome  them  that  they  brought  back  glowing  accounts  of 
the  new  land.  How  would  Elizabeth  feel  at  these  glowing  accounts?  Very 
much  delighted.  She  gave  the  new  land  the  name  of  Virginia,  in  her  own 
honor,  for  she  was  not  married,  and  so  was  called  the  "Virgin  Queen"  or 
"Maiden  Queen."  As  a  reward  to  Sir  \Valter  Raleigh  she  knighted  him. 
He  was  then  known  as  "Sir  W7alter  Raleigh." 

What  would  be  the  next  step?  To  send  out  the  colony.  In  1585 
Raleigh  sent  out  seven  ships,  which  landed  at  Roanoke  Island.  A  colony 
was  planted,  but  the  colonists  were  lazy,  and  instead  of  exerting  themselves 
in  building  homes  and  tilling  the  ground,  they  wasted  their  time  and  de- 


90  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

pended  upon  the  Indians  for  food.  How  would  this  make  the  Indians  be- 
come? Hostile  to  the  English.  Constant  quarrels  arose  between  the  In- 
dians and  the  white  men,  and  the  next  year  when  Sir  Francis  Drake  sailed 
up  to  Virginia,  he  found  only  a  few  destitute,  homesick  survivors.  What 
would  they  wish  him  to  do?  Yes,  he  carried  them  back  to  England.  Fif- 
teen days  later  Sir  Richard  Greenville  arrived  with  well-laden  ships,  but 
could  find  no  colony.  He  did  not  want  England  to  lose  possession  of  the 
land,  so  he  left  fifteen  men  at  Roanoke  to  hold  the  land  and  went  back  to 
England. 

The  colony  had  proved  a  failure,  but  it  brought  two  results  which  be- 
came of  great  value  to  England.  On  their  return  the  colonists  presented 
Raleigh  with  two  kinds  of  plants  they  had  found.  One  was  the  potato, 
which  up  to  this  time  England  had  never  known.  Now  it  is  raised  in  their 
country.  The  other  was  tobacco,  which  the  colonists  had  tried  and  deemed 
worthy  of  taking  back  to  England.  They  also  took  the  Indian  maize,  or 
corn,  with  them.  Tell  story  of  the  servant's  action  upon  seeing  Raleigh 
smoking  tobacco.  What  would  this  failure  to  plant  a  colony  make  many 
men  do?  Give  up  attempt  to  plant  colony.  Not  so  with  Raleigh.  He  had 
great  perseverance,  and  did  not  easily  lose  heart.  What  would  this  type  of 
man  do  ?  Attempt  once  more  to  plant  a  colony. 

In  1587  Raleigh  sent  out  a  new  colony  of  men,  women  and  children 
under  Governor  White,  who  wished  to  build  a  city  called  Raleigh.  When 
they  reached  America  whom  would  they  look  for?  The  fifteen  men  left  by 
Sir  Richard  Greenville.  They  could  not  find  them,  but  they  repaired  the 
houses  they  had  built.  Not  long  after  their  arrival  at  Roanoke  the  first 
English  child  was  born  in  the  United  States.  They  named  her  Virginia 
Dare.  Governor  White,  after  seeing  the  settlers  safely  housed  in  huts  and 
well  stocked  with  provisions,  set  sail  for  England.  Why  would  he  return 
to  England?  To  get  supplies,  and  to  report  to  Raleigh.  When  he  started, 
the  colonists  told  him  that  if  for  any  reason  they  left  Roanoke,  they  would 
carve  on  a  tree  the  name  of  the  place  where  he  could  find  them,  and  that  if 
they  were  in  any  trouble  when  they  moved,  he  would  see  a  cross  cut  above  the 
name.  When  Governor  White  reached  England  he  found  that  country  all 
ready  to  engage  in  war  with  Spain.  How  would  this  affect  his  return  to 
America  ?  Keep  from  returning  to  America  because  he  would  be  needed  at 
home. 

He  did  not  return  for  three  years.  When  he  reached  Roanoke  Island 
he  could  find  not  a  single  one  of  the  colonists;  their  homes  were  deserted 
and  the  harbor  empty.  What  would  he  look  for?  Look  on  the  trees  for 
the  name  of  the  place  where  they  had  gone. 

They  found  the  word  "Croatoan"  cut  into  the  trunk  of  a  tree,  but  there 
was  no  cross  over  the  name.  Croatoan  was  the  name  of  an  island  not  far 
away.  But  though  search  after  search  was  made,  not  one  of  the  missing 
colonists  were  ever  heard  of.  What  might  have  happened  to  them?  In- 
dians might  have  killed  them,  or  might  have  died  of  starvation.  No  one 
ever  knew  what  had  become  of  Virginia  Dare.  What  would  be  our  problem 
for  next  time? 

PROBLEM  :  To  learn  what  Raleigh  did  when  he  learned  of  the  fate 
of  the  colony. 


I^SSON    PLANS    IN    FOURTH    GRADE    HISTORY.  91 

II.     Planting  the  colony. 

1.  Expeditions  sent  1584. 

1.  Explored  land  on  Roanoke  Island.  2.  Queen  Elizabeth  named 
land  "Virginia"  in  honor  of  the  Virgin  Queen.  3.  Colony 
sent  out  1585 — seven  ships. 

2.  Life  in  colony. 

1.  Indians  kind  at  first.  2.  Colonists  lazy.  Indians  became  hostile. 
3.  Supplies  did  not  arrive  from  England.  4.  Colonists  taken 
to  England  by  Sir  Francis  Drake.  5.  Arrival  of  supplies. 
Colonists  gone.  Fifteen  men  left. 

3.  Arrival  of  new  colony  1587. 

1.  Wished  to  build  city  of  Raleigh.  2.  Governor  White  made  col- 
onists comfortable — snug  houses,  good  food.  Baby  Virginia 
Dare  born.  3.  Boat  returned  to  England  for  supplies.  4. 
Could  not  return  because  of  war  with  Spain. 

4.  Colony  abandoned. 

1.  Governor  White's  return.  2.  Fate  of  colony  unknown.  Found 
"Croatoan"  cut  on  tree. 

ASSIGNMENTS  : 

1.  How  many  expeditions  did  Raleigh  send  to  America?  Why  did 
he  send  so  many?  2.  In  whose  honor  was  the  country  named?  3.  Why 
did  not  the  colony  sent  out  in  1585  prosper?  4.  Tell  about  the  attempt  to 
build  a  city  named  Raleigh. 

Lesson  IV. 

State  our  problem  for  today.  Problem :  To  learn  what  Raleigh  did 
when  he  learned  of  the  fate  of  the  colony. 

How  would  Raleigh  feel  when  he  learned  the  fate  of  his  colonists? 
Saddened  and  disappointed.  He  gave  up  his  idea  of  personally  founding  an 
English  settlement  in  America.  His  experiment  had  cost  him  over  forty 
thousand  pounds.  Soon  after  this  Raleigh  married  Queen  Elizabeth's  maid. 
This  made  the  Queen  so  angry  that  she  had  Raleigh  sent  to  prison.  Soon 
after  this  some  of  his  ships  came  in  laden  with  riches.  What  would  the 
Queen  do?  Set  Raleigh  free  to  divide  his  riches. 

He  gave  Elizabeth  so  manyi  beautiful  presents  that  she  let  him  keep  his 
liberty,  and  he  lived  for  a  long  time  in  a  castle  with  his  beautiful  wife,  until 
he  heard  of  the  riches  of  Guiana,  in  South  America,  when  he  determined 
to  get  some  of  the  gold  himself,  so  he  started  with  five  ships,  1594,  for 
Guiana.  He  reached  the  Orinoco  River  (trace  on  map)  claimed  the  country 
for  England,  and  carried  some  stones  containing  gold  back  to  England, 
where  he  had  to  stop  to  help  fight  the  Spanish.  Soon  after  this  Elizabeth 
died,  and  King  James  came  to  the  throne.  He  did  not  like  Raleigh,  so  he 
took  away  his  lands  and  offices.  How  would  this  make  Raleigh  feel?  Very 
bitter  and  angry  against  the  king.  He  said  many  bitter  things  about  the 
king,  who  had  him  put  into  prison,  where  he  remained  for  thirteen  years. 
While  there  he  wrote  a  history  of  the  world.  W7hat  other  man  wrote  a  his- 
tory while  in  prison?  Marco  Polo.  At  last  he  was  released  from  prison, 
that  he  might  go  to  Guiana  and  bring  back  some  gold,  but  returned  without 
any.  What  would  King  James  do?  Put  Raleigh  in  prison.  Yes,  he  was 
put  in  prison  for  awhile;  then  taken  out  and  beheaded.  Let  us  finish  our 


92  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

III.     Sir  Walter  Raleigh's  later  years. 

1.  Raleigh  in  Prison. 

2.  Liberated  from  prison. 

1.  Searched    for    gold.     2.  Reached    Orinoco    River.     3.  Guiana 
claimed  for  English. 

3.  Raleigh's  death. 

1.  Death  of  Elizabeth.     2.  King  James  on  throne.     3.  Dislike  for 
Raleigh. 

4.  Results  of  Raleigh's  ventures. 

1.  Colonization    failed.     2.  Wrote    history    of    world.     3.  Intro- 
duced tobacco  and  potatoes  into  England. 
ASSIGNMENTS: 

1.  Why  was  Raleigh  put  into  prison?    Why  liberated?    2.  What  wri- 
the results  of  Raleigh's  expeditions? 

REFERENCES:  Builders  of  Our  Country — Southworth.  First  Course 
in  American  Historyi — Hodgdon.  Story  of  Thirteen  Colonies — Guerber. 

VIRGINIA— CAPTAIN  JOHN  SMITH. 

MODE  OF  ATTACK:  What  country  aided  Raleigh  in  his  settlement  in 
America?  What  became  of  the  settlement?  Although  his  settlement 
failed,  what  influence  did  his  adventures  have  upon  other  Englishmen? 
Led  others  to  try.  Would  you  like  to  know  about  another  venturesome 
Englishman  who  came  to  America?  What  would  be  the  first  thing  you 
would  like  to  know  about  him?  His  early  life.  Some  adventures. 

PUPIL'S  AIM  :  To  learn  the  name  of  a  very  adventurous  Englishman 
who  came  to  America,  and  something  of  his  early  life. 

METHOD  OF  PROCEDURE:  Captain  John  Smith  began  life  as  a  clerk  in 
England.  W7hat  kind  of  a  life  does  a  clerk  lead?  He  did  not  like  this 
quiet  life,  so  he  ran  away  and  turned  soldier.  Before  he  had  reached  his 
twentieth  year  he  had  fought  for  awhile  in  the  French  army,  and  had 
served  three  years  in  the  Netherlands.  At  the  age  of  twenty  he  desired  to 
try  his  fortune  against  the  Turks,  so  he  embarked  for  Turkey  with  a  band 
of  Pilgrims.  While  he  was  on  his  way  what  dangers  on  water  must  he 
encounter?  Storms  and  robbers.  Yes,  he  met  both  of  them.  A  great 
storm  arose.  The  Pilgrims  cried  out  that  there  must  be  a  wrongdoer  on 
board,  and  in  their  terror  proposed  to  draw  lots.  Finding  out  that  Smith 
was  the  guilty  person,  what  do  you  suppose  they  did  with  him?  Threw 
him  overboard.  What  became  of  this  good  swimmer?  He  swam  to  the 
shore,  and  was  picked  up  by  a  passing  vessel  and  carried  to  Egypt.  On 
his  return  voyage  his  vessel  was  fired  upon  by  a  Venetian  vessel ;  a  hot 
fight  took  place,  but  the  Venetians  were  conquered  and  robbed.  Smith 
received  250  pounds  as  his  share  of  the  spoils.  This  enabled  him  to  pur- 
chase his  journey  into  Hungary. 

Here  he  declared  that  the  teachings  of  Christ  were  far  better  than 
those  of  Mohammed,  and  offered  to  prove  it  by  fighting  three  Turks.  He 
killed  them  all,  but,  being  wounded,  was  soon  made  a  prisoner.  What  did 


WESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  93 

they  do  with  prisoners  in  those  early  days  ?  Made  them  slaves.  What  did 
they  do  with  Smith?  Sold  him  as  a  slave.  One  day  when  Smith  was 
threshing  in  the  field  his  cruel  taskmaster  beat  him  severely,  although  he 
had  done  nothing  wrong.  How  did  Smith  become  at  this  treatment? 
Very  angry.  Smith  raised  his  flail  and  struck  the  Turk  such  a  hard  blow 
that  he  fell  to  the  ground  dead.  What  did  Smith  try  to  do  ?  Yes,  seeing 
his  chance  to  escape,  he  quickly  exchanged  clothes  with  the  dead  man,  hid 
his  body  under  the  straw,  filled  a  bag  with  corn  and,  jumping  on  a  horse, 
rode  rapidly  away  across  the  plains.  After  many  days  of  hard  riding  and 
various  adventures  through  the  different  countries  he  finally  reached  home. 
At  the  time  of  Smith's  return  to  London  the  London  Company  had  just 
fitted  out  an  expedition  to  plant  a  colony  in  Virginia.  How  did  England 
seem  to  this  venturesome  man?  Dull.  What  do  you  suppose  Smith  did 
when  he  f ound  this  expedition  was  going  to  sail  to  America  ?  Talked  to 
the  captains  and  found  out  what  he  could  about  America.  What  do  you 
suppose  he  decided  to  do  ?  Come  to  America.  Should  you  like  to  learn 
something  of  his  adventures  during  his  voyage  to  America?  Would  you 
be  willing  to  stop  there?  No,  we  should  like  to  learn  something  of  his 
adventures  in  America. 

Virginia — Captain  John  Smith. 
I.     Early  life. 

a.  Clerk. 

b.  Soldier. 

1.  In  France.     2.  In  Netherlands. 

c.  Visited  Egypt 

d.  Visited  Hungary. 

1.  Becomes  a  slave. 

a.  Sold  to  Turk.     b.  Cruelty  of  master,     c.  Death  of 

master,    d.  His  escape. 
II.     Return  to  England. 

a.  Dull  life.     b.  Talk  with  Captain  of  London  Company's  expedi- 
tion,    c.  Resolve  to  come  to  America. 

ASSIGNMENT:  Why  did  Smith  leave  England?  Tell  the  story  of 
one  of  his  adventures  while  on  his  way  to  Turkey.  Describe  his  encoun- 
ters with  the  Turks. 

Lesson  II. 

PUPIL'S  AIM  :  To  learn  of  Smith's  voyage  to  America  and  something 
of  the  settlement. 

METHOD  OF  PROCEDURE:  Where  did  we  leave  Smith?  In  England 
getting  ready  to  come  to  America.  With  whom  was  he  coming?  The 
London  Company.  There  were  105  gentlemen  in  three  ships.  They  left 
England  on  New  Year's  Day,  1607.  They  took  the  same  route  that  Colum- 
bus had  taken.  Trace  that  route.  What  kind  of  a  route  was  it?  Long 
route.  Some  trouble  arose  between  Smith  and  one  of  the  colonists.  He 
was  accused  of  plotting,  mutiny,  and  was  kept  in  irons  for  more  than  a 
month.  What  other  trouble  might  they  have  had?  Storms.  Yes,  it  took 
them  one  hundred  twenty-eight  days  to  make  the  voyage.  Then  en- 
tered the  mouth  of  the  Chesapeake  Bay  one  beautiful  May  day,  and  sailed 
up  a  broad  river,  which  they  named  in  honor  of  their  king.  Who  was 


94  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

their  king?  James  I.  What  did  they  name  the  river?  James  River.  They 
landed  on  its  banks  and  made  a  settlement,  which  they  named  Jamestown. 
As  soon  as  Smith  landed  he  was  given  a  hearing.  The  captain  proved  his 
innocence,  and  he  was  set  free.  His  chief  accuser  was  condemned  to  pay 
him  a  large  sum  of  money  for  damages.  Smith  generously  gave  this 
money  to  help  the  settlement.  What  do  you  suppose  these  men  came  to 
Jamestown  for?  To  hunt  for  gold;  to  find  a  short  route  to  India.  What 
kind  of  men  were  in  the  party?  Gentlemen.  Were  they  fit  for  this  life 
in  the  wilderness  ?  Why  not  ?  Were  not  used  to  hard  work.  What 
should  have  been  their  first  work?  Building  homes  and  preparing  the 
soil  for  planting.  There  were  only  four  carpenters  in  the  party,  and  these 
were  kept  very  busy.  What  kinds  of  homes  might  they  live  in  while  the 
carpenters  were  building  houses?  Some  had  tents  made  of  sail?;  others 
had  cabins  with  grass  or  bark  roofs;  others  had  holes  in  the  ground.  They 
spent  no  time  plowing  or  planting  the  soil.  How  do  you  think  they  spent 
their  time?  Digging  for  gold.  What  was  the  result?  Their  food  gave 
out,  and  as  the  Indians  were  unfriendly,  and  would 'not  give  them  food, 
they  were  soon  in  danger  of  starving.  Jamestown  had  other  hindrances. 
It  was  on  low.  damp  ground,  and  the  waUr  was  bad.  What  mi;ht  result 
from  this?  Sickness.  Many  of  the  ill-fed  people  suffered  from  malaria, 
and  half  of  them  died.  Captain  Smith,  though  not  well  himself,  did  every- 
thing he  could  for  those  who  needed  his  help.  When  the  sickness  was 
over  some  of  the  colonists  were  so  discontented  they  decided  to  do  what  ? 
Seize  the  only  vessel  at  Jamestown  and  go  back  to  Kngland.  What  did 
these  settlers  need?  A  good  leader.  Smith  now  took  command.  What 
do  you  suppose  he  did  to  prevent  their  return  to  Kngland?  Turned  the 
cannon  of  the  fort  against  them.  The  would-be  deserters  saw  that  if  they 
tried  to  leave  the  harbor  he  would  blow  their  vessel  to  pieces ;  so  they 
turned  back.  One  of  the  leaders  of  these  men  was  tried  and  shot;  the 
other  was  sent  to  England  in  disgrace.  What  is  the  next  thing  you  would 
like  to  know  about  Smith?  What  kind  of  a  leader  Smith  made?  How 
did  he  overcome  the  Indians. 

III.  Voyage  to  America. 

a.  Time  of  leaving  (January  1,  1607.)  b.  Three  ships,  c.  One 
hundred  and  five  men.  d.  Provisions,  e.  Columbus  route. 
Long  (128  days.)  f.  Smith's  trouble.  His  imprisonment. 

IV.  Landing  at  Jamestown. 

a.  Smith's  trial,  b.  Purpose  of  some.  Time  spent,  c.  Purpose  of 
workmen.  Time  spent,  d.  Kind  of  place,  e.  Kind  of 
homes.  Tents.  Cabins — grass  roofs.  Holes  in  the  ground, 
f.  Result.  Sickness,  Starvation.  Unfriendliness  of  Indians. 
Death  of  one-half  colonists. 
V.  Smith  as  leader. 

a.  Saved  the  colony,  b.  Prevented  the  return  of  colonists  to  Kng- 
land. c.  Punished  the  leaders. 

ASSIGNMENTS  Why  did  Smith  resolve  to  come  to  America?  Why 
did  they  take  Columbus'  route?  What  was  the  colonists'  purpose  in  com- 
ing to  America?  Tell  why  the  Jamestown  settlement  did  not  prosper  at 
first.  Who  is  now  commander?  How  did  he  come  to  take  command? 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  <J5 

Lesson  III. 

PUPII/S  AIM  :  To  learn  of  Smith  as  a  leader,  and  how  he  overcame 
his  greatest  difficulty.  (Dealing  with  the  Indians). 

METHOD  OF  PROCEDURE:  What  was  Smith  doing  when  we  left  him 
yesterday?  He  was  the  leader  of  his  little  band.  What  had  he  done  that 
showed  he  would  be  a  successful  commander?  He  saved  the  settlement. 
What  will  now  be  his  chief  troubles?  Making  the  gentlemen  work  and 
dealing  with  the  Indians.  Why  did  he  need  to  deal  with  the  Indians? 
To  get  food.  Once  Smith  set  out  to  find  the  Indians  and  trade  with  them 
for  corn.  But  at  the  approach  of  the  English  we  are  told  that  the  Indians 
ran  away  in  such  haste  that  they  left  their  dinner  on  the  fire.  The  colonists 
drawing  near,  saw  that  the  Indians  had  been  roasting  oysters  and  tasting 
them  for  the  first  time  in  their  lives,  were  delighted  to  discover  a  new  and 
delicious  kind  of  food.  What  do  you  suppose  the  English  then  did?  They 
shot  a  few  turkeys  and  then  set  out  to  overtake  the  Indians.  They  over- 
took them  and  managed  to  get  a  supply  of  corn  in  exchange  for  trinkets 
and  a  copper  kettle. 

Sometimes  Smith  would  go  off  with  a  boat  full  of  companions  to  ex- 
plore the  country.  What  do  you  suppose  he  was  trying  to  do?  Find  the 
Pacific  Ocean.  On  one  of  these  trips  most  of  his  men  were  left  to  guard 
the  boat  while  he  and  his  four  companions  paddled  up  a  river  in  a  canoe. 
Suddenly  a  band  of  Indians,  attacking  the  party,  captured  Smith  and  killed 
the  four  other  men.  How  do  you  think  'crafty  Smith  saved  himself? 
Sure  that  his  life  was  in  danger,  he  at  once  began  to  amuse  the  Indians. 
Taking  out  his  pocket  compass,  he  showed  them  the  needle  trembling  and 
quivering,  but  always  pointing  one  way.  What  effect  did  this  have  upon 
the  Indians?  They  were  amazed  at  what  they  saw  and  spared  Smith's 
life,  taking  him  to  the  village  of  their  great  war  chief,  Powhatan. 

After  several  weeks  of  captivity  Smith  bargained  with  the  Indians 
to  set  him  free  in  exchange  for  a  certain  number  of  trinkets  and  one  of 
the  bright  brass  cannon  to  be  seen  at  Jamestown.  This  settled,  he  wrote 
a  letter  to  the  colonists,  telling  them  what  trinkets  to  give  the  bearers,  and 
warning  them  to  be  sure  to  shoot  off  the  cannon  in  the  Indians'  presence, 
so  that  they  should  not  dare  carry  it  off. 

What  did  Smith  do  with  the  letter?  Gave  it  to  his  captives  and  bade 
them  take  it  to  Jamesown.  He  also  told  them  that  it  would  tell  the  Eng- 
lishmen what  they  wanted,  and  that  they  would  hear  the  big  noise  which 
came  out  of  the  bright  logi  they  wanted. 

This  seemed  very  curious  to  the  people,  who  did  not  know  how  to 
write,  so  they  set  out  for  Jamestown  full  of  curiosity. 

When  they  saw  that  the  white  men,  after  looking  at  the  letter,  gave 
them  all  the  trinkets  they  had  bargained  for,  they  were  amazed  and  said, 
"Smith  Mike  Paper  Talk."  They  then  tried  to  lift  the  bright  log,  and  were 
surprised  at  its  weight.  Motioning  them  aside,  the  colonists  next  shot  off 
the  cannon.  How  do  you  suppose  it  affected  the  Indians?  Frightened 
them.  The  cannon  ball  splintered  a  good-sized  tree,  and  filled  the  Indians 
with  such  terror  that  they  refused  to  touch  it  again.  When  they  got  back 
to  their  camp  they  let  Smith  go,  and  he  bade  a  friendly  good-bye  to  the  red 
men,  from  whom  he  had  learned  all  he  could  while  with  them.  Pocahon- 


96  LESSON  PLANS  IN  FOURTH  GRADE  HISTORY. 

tas,  the  little  daughter  of  Powhatan,  who  had  grown  very  fond  of  Smith, 
was  very  sorry  to  see  him  go.  What  did  Smith  do  before  leaving  them? 
Get  enough  grain  for  his  friends.  What  do  you  suppose  he  then  tried  to 
do?  Hurry  back  to  Jamestown.  What  should  be  our  next  problem?  To 
learn  what  he  did  after  reaching  Jamestown. 
VI.  Smith's  dealing  with  the  Indians. 

a.  Search  for  food. 

1.  Reached  Indian  camp. 

a.  Indians  ran  away.  b.  Colonists  ate  oysters,  c.  In- 
dians overtaken,  d.  Exchanged  trinkets  and  cop- 
per kettle  for  corn. 

b.  Exploration  of  the  country. 

1.  Smith  and  four  companions. 

2.  Attacked  by  Indians. 
3    Men  killed. 

4.  Smith  a  captive. 

a.  The     compass.       b.  Before     Powhatan.     c.       "Madi- 
Paper  Talk." 

1.  His  bargaining  for  freedom.  2.  Writing  the  letter.  3.  Indians' 
Journey  to  Jamestown.  4.  Getting  trinkets  from  settlers.  5. 
Release  of  Smith.  6.  Smith's  journey  to  Jamestown. 

ASSIGNMENT:  How  or  where  did  the  settlers  first  learn  the  use  of 
oysters  as  a  food?  Describe  Smith's  capture  by  the  Indians.  How  did  Smith 
get  the  title  of  "Making  Paper  Talk?"  Be  sure  to  write  a  story  about  this. 

Lesson  IV. 

PUPIL'S  AIM  :  To  learn  why  Smith  was  better  able  to  help  his  people 
after  his  stay  with  the  Indians. 

METHOD  OF  PROCEDURE:  Where  did  we  leave  Smith?  Hurrying  to 
Jamestown.  Who  was  a  good  friend  now?  Pocahontas.  How  could 
she  show  it?  By  bringing  him  grain.  She  brought  him  grain  and  corn 
enough  to  supply  the  needs  of  the  colonists  during  the  first  winter.  In 
1608  more  colonists  came  over  to  Jamestown  in  search  of  gold ;  but  they, 
too  were  gentlemen,  and  intended  to  remain  for  only  a  short  time.  They 
unfortunately  discovered  something  that  looked  like  gold.  What  did  they 
do?  In  spite  of  all  Captain  Smith  could  say,  they  did  nothing  but  dig, 
dig,  dig.  What  was  the  result?  Took  home  a  shipload  of  the  worthless 
dust  instead  of  carrying  home  lumber.  The  foolish  governor 
sailed  away  with  them. 

Who  do  you  think  was  made  governor?  John  Smith.  What  do  you 
suppose  was  his  first  work?  To  make  strict  laws  which  all  the  colonists 
must  obey.  Can  anyone  give  some  of  these  rules?  The  colonists  were 
told  if  they  would  not  work  they  could  not  eat.  Captain  Smith  next  or- 
dered that  a  canful  of  cold  water  be  poured  down  the  sleeve  of  anyone 
who  swore.  What  caused  this  swearing?  Making  them  work.  Wrhat 
was  the  work?  Chopping  down  trees,  digging  the  ground.  What  effect 
did  these  rules  have  upon  the  settlers?  They  went  to  work  and  acted  like 
gentlemen.  Two  women  came  over  (1608)  with  these  last  settlers  to 
make  real  homes  in  Jamestown,  the  first  English  city  in  United  States. 
The  same  ship  also  brought  over  presents  from  King  James  to  the  Tn- 


PLANS  IN  FOURTH  GRADE  HISTORY.  97 

dian  king  Powhatan.     These  were  a  bed,  a  basin,  a  pitcher,  a  coat  trimmed 
with  gold  lace  and  a  crown. 

Powhatan  was  invited  to  Jamestown  to  receive  the  gifts  and  be 
crowned.  With  which  of  these  gifts  was  Powhatan  most  pleased?  The 
red  coat.  They  could  not  make  him  understand  he  had  to  kneel  to  receive 
his  crown.  Finally  the  colonists,  standing  on  either  side  of  him,  leaned 
so  heavily  upon  his  shoulders  that  they  forced  him  to  bend  the  knee  before 
the  governor,  who  quickly  crowned  him. 

What  pleased  him  most  of  all  were  the  drums  beaten  loudly  in  his 
honor.  When  the  cannon  was  shot  off  the  newly-crowned  king  was  so 
amazed  that  he  almost  fell  over  backwards.  When  he  had  recovered  from 
his  fright  Powhatan  gave  the  governor  his  old  moccasins  and  a  tattered  and 
dirty  raccoon  skin,  telling  him  to  send  them  to  King  James  in  return  for 
his  gifts. 

The  last  Jamestown  settlers  brought  over  letters  asking  for  what? 
Gold.  Urging  them  to  search  for  what?  The  route  to  India.  Why? 
So  much  money  could  be  made  by  trading  in  silks,  pearls  and  spices. 
What  do  you  suppose  was  the  message  Smith  sent  back?  Send  workmen. 
Yes,  he  said,  "Send  farmers,  carpenters,  masons  and  men  to  cut  down 
trees  rather  than  so  many  fine  gentlemen  who  did  not  know  how  to  work." 
As  soon  as  the  ships  had  gone  Smith  set  all  the  colonists  to  work  building 
houses,  planting  corn  and  working  hard  in  many  ways  so  as  to  supply  their 
needs.  He  also  ordered  that  the  Indians  be  treated  kindly.  But  the  set- 
tlers thought  they  knew  better  than  he,  refused  to  work,  and  treated  the 
Indians  so  unjustly  that  they  secretly  planned  to  kill  all  the  English.  Po- 
cahontas  overheard  the  plot,  ran  through  the  forest  alone  one  dark  night, 
and  came  to  Jamestown  secretly  to  tell  Smith.  He  was  so  thankful  to  her 
for  her  warning  that  he  wished  to  give  her  a  present,  but  she  refused  to 
take  it.  Why?  She  knew  if  her  people  saw  it  they  would  know  she  had 
betrayed  them.  The  Indians  were  soon  frightened  into  good  behavior,  and 
Jamestown  for  a  time  was  safe.  But  unfortunately  a  terrible  accident 
soon  happned  to  the  brave  man.  A  gun  shot  off  by  accident  set  fire  to  the 
powder  in  the  boat  where  Smith  lay  asleep.  He  was  badly  wounded,  and 
would  have  burned  to  death  had  he  not  had  presence  of  mind  to  roll  out 
of  the  boat  into  the  water. 

There  were  no  good  doctors  in  Jamestown,  so  Smith  sailed  back  to  Eng- 
land in  the  next  vessel,  never  to  visit  Jamestown  again.  When  he  was 
cured  he  explored  the  northeast  coast  of  our  country,  and  drew  a  map 
of  it,  calling  it  New  England.  For  this  the  king  gave  him  the  title  of  the 
"Admiral  of  New  England."  Being  too  old  to  continue  his  journeys  any 
longer,  Smith  spent  the  rest  of  his  life  in  London  writing  an  account  of 
his  travels  and  of  the  founding  of  Jamestown.  Should  you  like  to  learn 
the  effect  of  his  leaving  Jamestown? 
VII.  Smith's  return  to  Jamestown. 

a.  His  reception  by  the  settlers, 
h.  His  Indian  friend. 
1.  Pocahontas. 

a.  Gave    him    ffniin. 


93  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

b.  Urged  Powhatan  to  supply  their  needs  the  first  white  . 

c.  Arrival  of  more  gentlemen. 

1.  Time  1608.     (Two  women.) 

2.  Kind  (idlers.) 

a.  Spent  time   digging   for  gold. 

3.  Result. 

a.  Took  home  a  shipload  of  worthless  dust. 
d.  Return  to  Kngland  of  first  governor. 
VIII.     Captain  John  Smith  as  governor, 
a.  Law  making. 

1.  Kind  (strict.) 

b.  Making  settlers  work. 

1.  Chopping    down    trees.     2.  Building    homes.     3.  Prepar- 
ing soil. 

c.  His  punishment  of  idlers,  etc.  , 

d.  His  explorations. 

1.  Map  of  bay. 
e.  Crowning  of  Chief  Powhatan  (  King  of  Virginia). 

1.  Visit    to    Jamestown.     2.  Gift     from     King    James.     3. 
Powhatan 's   gift.     4.  Celebration. 

f.  Message  from  Kngland. 

1.  Request  for  gold.     2.  Smith's  reply. 

g.  Settlers'  treatment  of  Indians. 

1.  Kind    of    treatment.     Very    cruel.     2.  Indians'    plot.     3. 

Pocahontas'   warning.     4.  Smith's   power, 
h.  Smith's  accident. 

1.  Cause.     2.  Result. 
IX.     Smith's  rtturn  to  America. 

a.  Explored   northeast    coast   of   United    States,     b.  Drew   good 
map  of  it.     c.  Called  it  New  England,     d.  Gained  title  (Ad- 
miral of  New  England). 
X.     His  last  days. 

a.  In  London,     b.  An  account  of  Jamestown  colony. 
ASSIGNMENT:     Why  was  Smith  better  able  to  deal  with  the  Indians 
after  his  release  from  captivity?     Why  was  the  first  governor  considered 
so  foolish?     Compare  Smith  with  the  first  governor.     What  was   Smith's 
answer's  to  the  London  merchant's  request?     Describe  Smith's  accident. 

Lesson  V. 

PUPIL'S  AIM  :  To  learn  the  effect  Smith's  leaving  had  upon  the  set- 
tlers at  Jamestown. 

METHOD  OF  PROCEDURE:  Where  did  Smith  go?  Why?  How  did  the 
colonists  become  after  he  left  them?  More  idle  than  ever,  and  treated  the 
Indians  very  unkindly.  How  do  you  think  that  affected  Pocahontas?  She 
refused  to  visit  them  any  more.  What  was  the  result?  They  could  not 
buy  any  corn,  and  as  they  had  no  crops  of  their  own,  they  had  so  little 
food  when  winter  came  that  only  sixty  out  of  about  six  hundred  colonists 
managed  to  live.  This  terrible  winter  in  Jamestown  is  known  in  history 
as  "Starvation  Time."  Their  sufferings  were  so  great  that  those  who  sur- 
vived determined  to  do  what?  Return  home  in  spring.  So  they  put  their 


I^SSON  PLANS  IN  FOURTH  GRADE  HISTORY.  ;99 

scant  stock  of  provisions  on  board  their  ships  and  prepared  to  sail.  Be- 
fore leaving  they  wanted  to  set  fire  to  the  houses  they  had  built,  and  de- 
stroy the  place  where  none  had  enjoyed  a  happy  day.  But  this  they  were 
forbidden  to  do.  The  little  band  of  settlers  then  sailed  slowly  down  what 
river?  James  River.  On  reaching  the  mouth  of  the  river  what  do  you 
think  they  saw?  Ships.  Yes,  three  ships  had  come  from  England  laden 
with  supplies  and  many  new  colonists.  They  did  what?  Turned  around 
and  went  back  to  Jamestown.  For  what  were  they  thankful?  That  they 
had  not  burned  their  homes.  The  houses  were  still  standing,  ready  to  re- 
ceive them. 

After  the  settlers  had  decided  to  stay,  what  do  you  suppose  they  did? 
Chose  a  new  governor  named  Dale.  Old  governor  gone  to  England.  He 
soon  found  the  cause  of  the  poverty  was  what?  Laziness  and  indiffer- 
ence. He  also  discovered  that  the  workers  had  to  feed  the  lazy  ones  or  the 
idlers.  Why?  All  supplies  went  into  a  common  warehouse,  or  store-- 
house, and  each  man  received  an  equal  share,  whether  he  worked  or  not. 

Dale  was  very  anxious  for  the  colony  to  prosper,  so  he  said  that  each 
man  should  work  for  himself.  Just  about  this  time  the  king  gave  the  Lon- 
don Company  a  grant  of  land  four  hundred  miles^  along  the  coast.  What 
was  the  result?  The  industrious  people  were  given  a  part  of  this  land 
to  work  and  become  very  comfortable,  while  the  lazy  colonists  became 
poorer  and  poorer.  What  do  you  suppose  they  planted?  Wheat,  corn  and 
tobacco. 

After  the  colonists  began  to  raise  tobacco  Virginia  became  prosperous. 
Why?  When  the  people  of  Virginia  found  what  good  prices  tobacco 
brought  in  England  they  raised  it  rather  than  corn  or  wheat,  and  it  became 
the  chief  crop.  Secondly,  when  men  in  England  saw  that  money  was  to 
be  made  by  tobacco  growing  in  Virginia,  they  came  over  to  engage  in  plant- 
ing, and  the  colony  drew  a  better  class  of  settlers.  Thirdly,  tobacco  be- 
came a  sort  of  money,  and  the  price  of  food,  clothes,  articles  of  all  sorts, 
and  even  wages  were  paid  in  tobacco.  In  the  fourth  place,  as  the  colony 
jrew  in  numbers,  and  tobacco  planting  became  more  and  more  the  chief 
industry  of  the  colony,  what  would  the  people  be  apt  to  do?  Gain  more 
land.  In  order  to  gain  land,  what  must  they  do?  Leave  the  town  of 
Jamestown  and  move  out  into  the  country.  What  would  we  call  these 
homes?  Farms.  They  called  them  plantations.  What  effect  did  this 
have  upon  the  growth  of  Jamestown?  Made  it  much  larger.  Who  bought 
this  weed?  The  English.  The  value  of  it  was  seventy-five  cents  a  pound. 
John  Rolfe  was  the  first  tobacco  planter.  He  was  also  famous  as  the  hus- 
band of  Pocahontas.  Should  you  like  to  know  how  he  became  her  hus- 
band? 

Four  years  after  Captain  John  Smith  left  Jamestown  the  English  cap- 
tain, Argall,  remembering  how  useful  Pocahontas  was,  determined  to  cap- 
ture her.  Hearing  that  she  was  with  a  neighboring  tribe,  he  bargained 
with  the  chief  to  lure  her  on  board  his  vessel  and  leave  her  there.  The 
chief  consented  and  walked  off  with  his  reward,  a  shining  brass  kettle,  leav- 
ing Pocahontas  a  captive  in  Argall's  hands.  He  took  her  to  Jamestown, 
where  she  was  treated  kindly.  John  Rolfe  converted  her,  baptized  her  and 


100  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

made  her  his  wife.  Powhatan  and  many  of  his  tribe  were  invited  to  the 
wedding,  the  first  wedding  between  an  Englishman  and  an  Indian  girl. 
When  the  King  of  England  heard  of  it  he  was  greatly  displeased.  Let  us 
see  why.  What  position  did  Powhatan  hold?  King  of  Virginia.  How 
might  this  affect  Rolfe?  Make  him  wish  to  rule  over  the  country  (Vir- 
ginia). Can  you  see  why  the  king  was  displeased?  Rolfe  wished  nothing 
of  the  kind,  and  after  growing  tobacco  for  awhile  he  took  his  young  wife  to 
England.  Who  would  be  interested  in  her  visit?  Smith.  The  queen,  to 
please  Smith,  treated  her  kindly  and  welcomed  her  to  England.  How  do 
you  suppose  she  was  dressed?  As  an  English  lady.  She  was  presented 
at  court  as  Lady  Rebecca.  Her  name  was  changed  when  she  was  baptized. 
Pocahontas  spent  a  few  months  in  England,  and  she  had  just  started  .to 
return  to  Virginia  when  she  was  taken  sick  and  died.  But  she  left  a  little 
son,  who  lived  to  grow  up  and  became  the  ancestor  of  several  noted  fami- 
lies in  Virginia.  Should  you  like  to  know  what  else  helped  to  make  Vir- 
ginia more  prosperous  ? 
XI.  Effect  of  Smith's  leaving  Jamestown. 

a.  Colonists  became  lazier. 

b.  Colonists  treated  Indians  cruelly. 

c.  Lack  of  food. 

d.  Sickness. 

e.  Starvation  time. 

1.  Number  reduced  (600-60). 

f.  Decision  of  colonists. 

1.  To  return  to  England.     2.  Meeting  of  three  ships. 

a.  Plenty  of  provisions,     b.  Other  settlers. 
XII.     New  life  of  colony. 

a.  Selection  of  governor. 

1.  His  discovery. 

a.  Cause   of     trouble,     b.  Remedy.     A     tract    of 
land.     Crops.     Wheat,  corn,  tobacco. 

XIII.  Effect  of  tobacco  raising. 

a.  Chief  crop.     b.  Encouraged  other  settlers  to  come.     c.  Used 
as  money,     d.  Enlarged  tracts  of  land.     e.  Plantations. 

XIV.  Rolfe  Famous. 

a.  First  tobacco  planter,     b.  Husband  of   Pocahontas.     c.  Visit 

to  England. 

ASSIGNMENT:  Tell  the  story  of  "Starvation  Time."  What  helped 
Virginia  from  poverty  to  prosperity?  Why  were  the  farms  in  Virginia 
called  plantations? 

Lesson  VI. 

PUPIL'S  AIM  :  To  find  what  else  helped  to  make  Virginia  more  pros- 
perous. 

METHOD  OF  PROCEDURE:  How  long  did  the  first  Virginia  settlers 
intend  to  stay  in  Virginia?  Until  they  got  all  the  gold,  or  else  found  a 
short  route  to  India.  With  that  intention  in  mind,  who  came  to  Virginia? 
Only  men.  Who  would  help  make  better  homes  ?  Women.  When  the  colony 
was  twelve  years  old  a  shipload  of  women  arrived  in  search  of  husbands. 


LESSON  PLANS  IN  FOURTH  GRADE  HISTORY.  101 

Each  one  was  free  to  choose  her  husband.  But  the  girls  were  so  much 
sought  for  that  the  company  sent  out  shipload  after  shipload,  and  then  each 
man  had  to  pay  for  the  passage  of  his  wife,  which  was  one  hundred  and 
twenty  pounds  of  tobacco.  The  same  year.  What  year?  1619.  In  1619 
a  Dutch  man-of-war  brought  twenty  negroes  to  Jamestown  and  sold  them. 
This  was  the  beginning  of  what?  Slavery.  What  was  their  work?  To- 
bacco raising.  There  were  not  enough  negroes  to  do  the  work,  and  white 
people  who  were  able  to  pay  their  passage  to  America  were  not  willing  to 
work  on  the  tobacco  plantations.  How  might  they  get  people  from  Eng- 
land to  work  on  these  plantations?  Agree  to  pay  their  way.  What  would 
this  make  the  poor  white  people?  Practically  slaves.  How  long  must 
they  work  before  they  get  wages?  Until  they  pay  for  their  voyage.  Some 
sold  themselves  in  order  to  pay  their  passage  to  America ;  but  some  persons 
guilty  of  an  offense  had  been  sold  rather  than  be  punished  in  some  other 
way ;  some  boys  and  girls  who  were  stolen  from  their  homes  and  carried  off 
by  force  something  like  the  negro  slaves  were  also  sent  over.  What  was  the 
difference  between  the  white  and  black  slaves?  The  white  slaves  served  only 
for  a  short  time.  When  the  time  was  up  they  worked  for  wages  or  got  a 
small  plantation.  The  owner  of  the  plantation  would  have  what  kind  of  a 
home?  Where  would  these  negroes  and  white  people  live?  In  little  log 
cabins  on  the  plantation.  Since  there  were  a  number  of  these  little  houses, 
what  did  the  plantations  resemble?  A  village.  By  the  time  Jamestown 
was  twenty  years  old  large  plantations  were  scattered  along  the  banks  of 
the  York  and  James  Rivers,  and  Virginia  had  begun  to  be  a  new  kind  of 
country.  There  were  no  roads,  and  each  plantation  resembled  a  village. 
Tobacco  had  become  the  chief  industry.  Why  were  there  no  roads? 
.Easier  to  pass  from  one  plantation  to  another  by  water.  Why  no  towns? 
Because  all  trade  and  commerce  were  carried  on  at  the  planter's  door.  All 
goods  shipped  to  England.  The  ships  that  came  from  England  for  the 
tobacco  \vould  sail  up  the  rivers  to  the  planter's  wharves,  take  on  board 
what  tobacco  was  for  sale,  and  pay  for  it  in  what?  Tables,  chairs,  knives, 
saws,  axes,  nails,  hammers,  clothing,  shoes  brought  from  where? 
England.  Why  brought  from  England?  The  planters  were  too  busy  rais- 
ing tobacco  to  make  them.  Do  you  suppose  the  Virginia  lawmakers  were 
satisfied  with  the  way  Virginia  was  developing?  How?  Big  plantations, 
no  roads,  no  towns  and  very  little  what?  Manufacturing.  What  do  you 
suppose  these  lawmakers  wanted  instead  of  large  plantations?  Towns. 
What  would  they  have  to  do  to  forbid  the  development  of  any  more  large 
plantations?  Make  laws.  Yes,  they  ordered  each  county  to  build  one 
brick  house  in  Jamestown,  and  required  all  of  the  tobacco  raised  within  a 
certain  region  to  be  sent  there.  But  the  law  was  not  obeyed,  and  James- 
town never  contained  more  than  a  church,  a  court  house  and  a  few  houses. 
Today  its  site  is  a  farm,  and  save  the  ruined  tower  of  the  church  and  some 
tombs  and  graves,  little  remains  to  show  where  it  once  stood. 
XV.  Arrival  of  women. 

a.  The  effect.    Making  of  homes. 
XVI.     Arrival  of  slaves. 


102  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

a.  Time     (1619).     b.  Kind.     c.  The     effect.     More     tobacco 

raising.     Larger  plantations   (Why?) 
XVII.     Law-making. 

a.  Kind.     b.  Result. 
XVIII.     Jamestown. 

a.  Long  ago.     b.  Condition  now. 

ASSIGNMENT:  Tell  how  the  women  helped  to  make  Jamestown  better. 
What  was  the  chief  export  of  Jamestown?  Imports.  \Yhy?  Describe 
the  appearance  of  Jamestown  now. 

REFERENCES:  Pioneers  on  Land  and  Sea — McMurry.  Stories  of 
Thirteen  Colonies — Guerber.  Primary  History  of  United  States 
— McMaster.  Montgomery's  Beginners'  American  History. 
Builders  of  Our  Nation.  Primary  History  of  United  States- 
Morris.  Hodgdon — First  Course  in  American  History.  Bk.  I. 
History  Reader — Bk.  I — Mace. 

NEW  YORK— CAPT.  HENRY  HUDSON. 

Mom.  OF  ATTACK:  What  countries  have  made  settlements  in  North 
America?  England  and  Spain.  Where  did  Spain  make  her  settlements? 
Florida  and  New  Mexico.  In  what  part  of  our  country  was  that?  Extreme 
Southern  part.  Where  did  the  English  make  a  settlement?  Jamestown, 
Va.  Where  is  Virginia?  In  Southeastern  part  of  United  States.  \Yhy 
did  these  settlers  come  to  America?  To  hunt  gold.  To  find  a  shorter  route 
to  India.  Should  you  like  to  hear  of  another  man  who  was  sent  out  to  find 
this  shorter  route  to  India?  He  was  hired  by  another  country  to  come  for 
them. 

PUPIL'S  AIM  :  To  learn  the  name  of  another  country  that  hired  a  man 
to  find  the  shorter  route  to  India.  To  learn  something  of  this  man's 
adventures. 

MKTIIOD  OF  PROCEDURE:  Who  was  Captain  Henry  Hudson?  One  of 
the  best  sea  captains  in  England.  A  friend  of  Captain  John  Smith.  While 
Smith  was  in  Jamestown,  a  company  of  London  merchants  suit  out  Captain 
Hudson  in  the  Discovery  to  try  to  discover  a  passage  to  China  and  to  the 
Indies.  When  he  left  England,  he  sailed  for  Greenland,  honing  that  he 
could  find  a  way  open  to  the  Pacific  across  the  North  Pole  or  not  far  below 
it.  Trace  the  route.  He  knew  that  if  he  found  such  a  passage  it  would  be 
much  shorter  than  a  voyage  around  the  globe  farther  south.  Hudson  could 
not  find  the  passage  he  was  looking  for,  but  what  do  you  suppose  he  saw 
up  there  in  that  Northern  region?  Yes,  mountains  of  ice  and  snow. 
He  went  nearer  to  the  North  Pole  than  anyone  had  ever  done  before.  When 
he  returned  to  England  after  this  voyage,  he  found  himself  famous.  The 
Dutch  East  India  Company  heard  of  his  skill  and  persuaded  him  to  make  a 
voyage  for  them.  In  what  direction  had  Hudson  sailed  on  his  other  voyage? 
Northwest.  Had  he  found  the  route  to  India?  No.  In  what  direction 
would  they  want  him  to  sail  on  this  voyage??  Northeast.  What  would 
he  need  for  such  a  voyage?  Boats,  provisions  and  men.  By  April 
4,  1609,  Captain  Henry  Hudson  was  ready  to  sail.  He  left  Am- 
sterdam in  the  Half  Moon,  a  Dutch  ship  of  eighty  tons,  with,  a  crew 


LESSON  PLANS  IN  FOURTH  GRADE  HISTORY.  103 

of  sixteen  or  eighteen  sailors.  When  they  had  sailed  quite  a  long  distance, 
the  sailors  grew  so  tired  of  seeing  nothing1  but  water,  fog  and  ice,  that 
they  refused  to  go  any  farther.  What  do  you  suppose  Hudson  did?  Turned 
his  ship  about.  Would  he  want  to  go  back  to  Amsterdam?  Where  then 
could  he  do?  To  the  New  World.  Yes,  he  sailed  for  the  Coast  of  North 
America,  because  Captain  John  Smith  had  sent  him  a  letter  with  a  map  of 
the  early  voyages  to  the  New  World.  On  May  13,  1609  the  little  Half 
Moon  stopped  at  the  Faroe  Islands,  and  the  casks  were  filled  with  fresh 
water.  On  July  18,  1609,  they  arrived  at  Penobscot  Bay  with  the  foremast 
gone  and  the  sails  much  the  worse  for  wear.  Here  they  stopped  for  a  week 
to  mend  their  sails  and  to  make  a  new  mast.  They  enjoyed  good  food  while 
here  for  they  caught  fifty  cod,  a  hundred  lobsters,  and  one  great  halibut. 
They  were  visited  by  the  Indians.  What  did  the  Indians  bring?  Furs.  This 
part  of  the  country  was  full  of  French,  what  do  you  suppose  they  were 
doing  there?  Trading  what?  Knives,  hatchets,  copper  kettles,  beads  and 
other  trifles.  This  gave  Hudson  his  first  idea  of  what?  The  great  fur- 
trading  business.  Nine  days  after  leaving  Penobscot  Bay,  the  Half  Moon 
reached  Cape  Cod.  Sometime  in  August  Hudson  reached  the  Chesapeake 
Bay,  but  the  weather  was  so  stormy  that  he  thought  it  would  not  be  safe 
to  enter  it.  He  therefore  sailed  northward  along  the  coast.  In  September, 
1609,  he  entered  a  beautiful  bay  formed  by  the  spreading  of  a  noble  river. 
This  was  New  York  Bay.  He  called  the  river  the  Great  River.  What 
should  you  like  for  your  problem  next  time?  Some  of  Hudson's  adventures 
after  entering  New  York  Bay,  Let  us  make  our  outline  of  today's  lesson. 

HENRY  HUDSON. 
I.  Voyage  for  London  Merchants. 

a.  Great  sea  captain. 

b.  Friend  of  Captain  John  Smith. 

c.  Sailed  northwest  to  find  route  to  India. 

d.  Went  nearer  North  Pole  than  any  other. 
II.  Voyage  for  Dutch  East  India  Co. 

a.  Boat — Half  Moon — Crew  16-18  sailors. 

b.  Left  Amsterdam,  Holland,  1609. 

c.  Sailed  northeast. 

d.  Hardships. 

1.  Fog  and  ice.        2.  Refusal  of  sailors. 

e.  Turned  toward  New  World. 

f.  Sailed  westward. 

g.  Landings. 

1.  Faroe  Island.    2.    Penobscot  Bay.    3.    Cape  Cod. 
h.  Reached  Chesapeake  Bay. 
i.  Sailed  up  Atlantic  coast, 
j.  Entrance  to  a  beautiful  bay. 
k.  Named  river — Great  River. 

ASSIGNMENTS:  Locate  Faroe  Island,  Penobscot  Bay,  Cape  Cod,  Ches- 
apeake Bay.  Trace  Hudson's  voyage.  Why  was  Hudson  chosen  by  the 
East  India  Co.?  Why  did  Hudson  change  his  course?  Tell  how  Hudson 
and  his  men  spent  their  time  at  Penobscot  Bay. 


104  LESSON    PLANS    IX    FOURTH    CRADE    HISTORY. 

Lesson  II. 

PUPIL'S  AIM  :     To  learn  something  of  Hudson's  experiences  in  New 
York  Bay  and  Hudson  River. 

METHOD  OF  PROCEDURE:  Where  did  we  leave  Hudson?  Entering  a 
beautiful  bay  at  the  mouth  of  a  great  river.  What  did  he  call  this  river? 
It  is  now  known  as  the  Hudson  River.  Why  so  named?  At  first  Hudson 
thought  this  broad  river  must  be  the  long-sought  road  to  India,  because  at 
high  tide  the  water  was  salt  many  miles  up  the  stream.  What  was  he 
anxious  to  do?  Sail  up  the  stream  to  see  if  he  could  find  India.  Let  us 
see  the  beauty  of  the  sail.  At  first  he  drifted  along,  carried  by  the  tide 
under  the  shadow  of  a  great  natural  wall  of  rock.  This  wall,  which  is  now 
called  "The  Palisades,"  is  from  400  feet  to  600  feet  high,  and  cxt.nds  for 
nearly  20  miles  along  the  western  shore  of  the  river.  Some  distance 
farther  up  Hudson  came  to  a  place  where  the  river  winds  its  way  through 
great  forest-covered  hills  called  "The  Highlands."  At  the  end  of  the  fifth 
day  he  came  to  a  point  on  the  eastern  bank  above  the  Highlands,  where 
the  City  of  Hudson  now  stands.  Locate  Hudson.  Here  an  old  Indian 
chief  invited  him  to  go  ashore.  He  accepted  the  invitation  Kvau-e  he 
had  found  the  Indians  very  friendly.  These  Indians  liked  Captain  Hud- 
son ;  they  made  a  great  feast  of  roast  pigeons  and  a  roast  dog  in  his  honor. 
They  also  brought  him  the  skins  of  wild  animals,  which  lie  iladly  ex- 
changed for  the  knives,  beads  and  hatchets  he  had.  These  Indians  had 
never  seen  a  white  man  before.  They  thought  that  Hudson,  in  his  bright 
scarlet  coat,  trimmed  with  gold  lace,  had  come  down  from  the  cloud-  to 
visit  them.  What  puzzled  them  was  that  he  had  such  a  pale  face  instead 
of  a  red  one  like  themselves.  At  the  end  of  the  feast  Hudson  rose  to  £<>, 
but  the  Indians  begged  him  to  stay  all  night.  Then  one  of  them  <M>t  up, 
gathered  all  the  arrows,  broke  them  into  pieces  and  threw  them  into  the 
fire.  Why  did  he  do  this?  In  order  to  show  the  captain  that  he  need  not 
be  afraid  to  stay  with  them.  But  Hudson  made  up  his  mind  that  he  must 
go  on  his  voyage.  He  went  back  to  his  ship  and  kept  up  the  river  until  h 
had  reached  a  point  about  150  miles  from  its  mouth.  Here  Albany  non- 
stands.  He  found  the  water  was  getting  shallow.  What  do  you  suppose 
Hudson  did?  Turned  the  Half  Moon  around  and  sailed  down  the  stream. 
Why?  He  feared  if  he  had  gone  farther  up  stream  he  would  have  gone 
aground.  When  he  started  up  the  stream  what  did  he  think  he  would 
find?  China  and  India.  Did  he  still  think  it?  No.  Why  not?  The 
river  did  not  lead  to  any  great  body  of  water  or  ocean.  If  it  had  the  water 
would  have  grown  deeper.  On  the  way  down  stream  a  thievish  Indian. 
who  had  come  out  in  a  canoe,  managed  to  steal  something  from  the  ship. 
One  of  the  crew  chanced  to  see  the  Indian  as  he  was  slyly  slipping  off, 
and  picking  up  a  gun,  he  fired  and  killed  him.  What  was  the  result? 
Hudson's  men  had  several  fights  with  the  Indians. 

On  his  return  he  landed  on  Manhattan  Island,  at  the  mouth  of  the 
Hudson,  where  the  Indians  gave  him  a  feast,  breaking  the  arrows  to  show 
he  need  fear  no  treachery  on  their  part.  We  are  told  Hudson  offered  the 
savages  some  rum  ,to  drink.  They  looked  at  it,  smelled  it,  but  passed  it 
on  without  tasting  it.  Finally  the  bottle  came  to  one  who  was  somewhat 


LESSON  PLANS  IN  FOURTH  GRADE  HISTORY.  105 

bolder  than  the  rest,  or  who  feared  to  offend  the  white  man.  He  drank 
a  great  deal  of  the  liquor,  but  he  had  no  sooner  done  so  than  he  fell  over 
senseless,  and  all  of  his  companions  thought  he  was  dead.  After  a  few 
hours  the  Indian  awoke  from  his  sleep,  and  said  the  Dutchman  had  the 
strongest  water  he  had  ever  tasted.  What  would  the  others  be  anxious 
to  do  now?  They  were  anxious  to  try  the  fire  water,  too,  and  having 
drunk  it  once,  took  such  a  fancy  to  it  that  they  were  ready  to  give  all  they 
had  in  exchange  for  more.  Early  in  October  Hudson  set  sail  for  Europe. 
What  did  he  take  with  him?  Furs.  On  his  way  he  stopped  at  England 
where  they  made  him  a  prisoner.  Why?  They  said  an  Englishman 
ought  to  make  discoveries  only  for  the  good  of  his  country.  But  Hudson 
managed  to  send  a  description  of  his  journey  to  Holland,  and  he  then  re- 
ported that  he  had  visited  "as  beautiful  a  land  as  one  could  tread  upon." 
Are  you  willing  to  leave  him  here  in  prison?  What  should  be  our  prob- 
lems next  time? 

What  became  of  Hudson?  or  what  did  the  Dutch  do  when  they  re- 
ceived Hudson's  report? 
Ill-     Trip  up  the  Great  River — Hudson. 

a.  Beautiful  views. 

1.  Palisades.     2.  Highlands — Hudson. 

b.  Kind  of  water. 

1.  Salty  (Thought  had  found  shorter  route  to  India). 

2.  Shallow. 

c.  Feast  given  by  Indians.     Trading. 

i.V.     Trip  down  the  Great  River — Hudson,     a.  Meeting  dishonest  Indian. 

b.  Result. 
V.     Landing  on  Manhattan  Island. 

a.  Reception  by  Indians,     b.  First  use  of  firewater  by  Indians. 
VI.     Return  to  Europe. 

a.  In  October,     b.  Made  prisoner  in  England,     c.  Report  sent  to 
Holland. 

1.  Most  beautiful  land.     2.  Great  bargains  in  furs. 
ASSIGNMENT:     Locate  Hudson  and  Albany.     What  are  the  interest- 
ing views  of  the  Hudson?     Select  anyone  of  Hudson's  three  experiences 
with  the  Indians,  and  write  about  it.     WTas  it  right  for  Hudson  to  send  a 
report  of  4iis  trip  to  Holland?    Defend  your  statement. 

Lesson  III. 

PUPIL'S  AIM  :  To  find  out  what  became  of  Captain  Henry  Hudson. 
METHOD  OF  PROCEDURE:  Where  did  we  leave  Hudson?  A  prisoner 
in  England.  Why  had  the  English  imprisoned  him?  Because  the  King 
of  England  thought  he  should  make  discoveries  for  his  own  country.  He 
was  not  kept  a  prisoner  very  long,  because  the  following  April  he  began  a 
new  voyage  for  England.  Why?  The  English  wanted  the  glories  of  the 
discoveries  the  famous  sailor  expected  to  make.  For  what  purpose  had 
he  made  the  voyage  for  England  before  ?  To  find  route  to  India.  He  sailed 
farther  north  this  time  in  his  search  for  the  passage  to  India,  and  entered 
the  great  bay  which  bears  his  name.  What  bay?  Hudson  Bay.  Then 
winter  came  on,  and  from  November  to  the  following  June  the  ship  was 

\r\r-\soA    in   i<^A   of   tViA   cnufVifrn    pnrl   nf   fVip   Kav         fC'li 


106  WESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

As  soon  as  the  ice  broke  up  the  crew  insisted  upon  going  home. 
Why?  They  had  suffered  so  much  because  of  the  cold  climate.  Hudson 
would  not  do  this,  but  decided  to  sail  westward.  What  do  you  suppose 
the  crew  did?  Mutined.  What  do  you  mean  by  that?  Caused  trouble. 
Three  days  after  leaving  winter  quarters  Hudson,  with  his  son,  John  Hud- 
son, and  seven  sick  men  were  set  adrift  in  an  open  boat,  and  the  ship 
started  for  England.  The  leaders  of  the  mutiny  were  killed  by  the  Indians 
before  reaching  the  ocean.  As  soon  as  the  ship  reached  England  what  do 
you  suppose  happened  to  the  crew?  They  were  thrown  into  prison,  and 
a  ship  sent  in  search  of  the  great  sailor,  but  the  search  was  unsuccessful, 
for  nothing  more  was  ever  heard  of  Hudson  or  the  unfortunate  sailors. 

Let  us  think  for  awhile  and  see  whether  Hudson's   \  were  of 

any  value.  How  many  voyages  did  he  make?  Three.  For  whom?  Two 
for  England;  one  for  Holland.  For  what  purpose?  T<>  find  a  short 
route  to  India.  Did  he  find  it?  No.  Then  what  good  did  he  do?  He 
started  the  whale  fishing  industry  in  the  North,  and  the  Hudson  Bay  fur 
trade  for  the  English.  He  brought  the  Dutch  to  Manhattan  Island,  and 
started  them  in  the  fur  trade  in  New  Netherlands.  What  should  you 
like  to  find  out  in  our  new  lesson?  AVhat  the  Dutch  are  doing? 

VII.  Hudson's  release  from  prison.     Why: 
VIII.  Hudson's  voyage  from  England. 

a.  April,  1610. 

b.  Sailed  farther  northward. 

c.  Entered  Hudson  Bay. 

d.  Hardships. 

1.   Blocked  in  ice  from  November  to  June.    2.  Men  suffered. 

e.  Crew  mutined. 

f.  Hudson  and  sick  men  set  adrift.     Hudson  and  sick  men  lost 

forever. 
IX.  Rest  of  crew  return  to  England. 

a.  Leaders   of   mutiny   killed   by    Indians,     b.  Boat   reached    Eng- 
land,    c.  Crew     imprisoned,     d.  Search     for     Hudson     and 
men  unsuccessful. 
X.  Effect  of  Hudson's  voyage. 

a.  Opened  up  whale  fishing  industry,  b.  Started  up  Hudson  Ba\ 
Fur  Company,  c.  Brought  Dutch  to  Manhattan  Island,  d. 
Started  Dutch  in  fur  trading  business. 

ASSIGNMENT:  Describe  Hudson's  last  voyage.  Tell  what  effect  his 
voyages  had  upon  the  world. 

Lesson  IV. 

lYrn.'s  AIM:  To  find  out  what  the  Dutch  did  upon  receiving  Hud- 
son's report. 

METHOD  OK  PROC-I-DI-RE  :  What  was  Hudson's  report  to  the  Dutch? 
He  had  visited  as  beautiful  a  land  as  one  could  tread  upon.  He  also  had 
made  great  bargains  in  furs  with  the  Indians.  What  do  you  suppose  the 
Dutch  did  upon  hearing  these  reports?  The  Dutch  came  over  to  America 
and  claimed  all  the  country  about  the  Hudson,  to  which  they  gave  the 
name  "New  Netherlands."  Why?  After  the  Netherlands  or  Holland  in 
Europe.  Why  d'd  they  come?  To  trade  in  furs.  What  was  necessary 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  107 

for  this  fur-trading  business?  They  planted  trading  posts  in  New  Nether- 
lands, and  bought  the  furs  of  the  otter  and  beaver  from  the  Indians.  A 
log  fort  and  a  few  log  houses  were  built  on  Manhattan  Island.  Where? 
At  the  mouth  of  the  Hudson  River.  Why?  Easier  to  receive  and  ship 
supplies  to  Holland.  Easier  for  Indians  to  bring  skins  in  canoes.  What 
do  you  suppose  this  settlement  was  called?  New  Amsterdam — 1614.  At 
first  few  settlers  came  to  New  Amsterdam ;  then  the  Dutch  West  India 
Company  was  formed.  They  made  great  efforts  to  settle  the  country.  As 
years  went  on  more  and  more  people  left  Holland  to  build  new  homes  in 
New  Amsterdam — America.  New  Amsterdam  was  a  very  quaint  town; 
quite  Dutch  in  appearance.  Let  us  find  out  why  it  was  so 
Dutch  in  appearance.  There  were  many  windmills  perched  upon  the 
hilltops,  whose  whirring  sails  looked  like  the  wings  of  great  birds.  The 
houses  were  quite  odd.  They  were  built  of  wood,  with  their  gable  ends 
set  to  the  street.  These  gable  ends  were  made  of  black  and  yellow  bricks 
brought  from  Holland,  and  arranged  like  the  top  of  a  checker  board.  In 
each  house  were  many  doors  and  windows.  The  windows  were  small, 
sometimes  containing  only  two  panes  of  glass.  The  doors  were  divided 
into  halves,  an  upper  and  a  lower.  In  the  upper  half  were  set  two  bull's 
eyes  of  thick  green  glass.  The  doors  opened  with  a  latch,  and  were  sup- 
plied with  knockers  of  iron  or  brass.  Before  the  houses  were  rows  of 
poplar  trees,  and  the  dooryards  were  filled  with  beds  of  different  kinds  of 
flowers.  Side  by  side  with  the  flowers  grew  different  vegetables — herbs 
for  medicine  and  vegetables  for  kitchen  use.  At  break  of  day  every  spring 
and  summer  the  children  were  awakened  by  loud  blasts  of  a  horn.  Whose 
horn  was  this?  Yes,  the  cow  herdsman's  horn.  He  sounded  it  at  each 
door  as  he  passed  down  the  streets.  Soon  the  cows  of  the  townspeople 
poured  from  the  stables  and  wended  their  way  to  the  green  pastures. 

Let  us  look  at  the  children.  What  do  you  suppose  was  the  dress  of 
these  children?  The  little  girl  wore  a  waistcoat  of  calico  and  many  skirts 
that  stood  out  stiffly,  and  gave  her  quite  an  umbrella-like  appearance.  The 
outer  skirt  was  striped  with  blue  and  yellow,  and  was  partly  covered  by 
a  blue  linen  apron.  Her  stockings  were  blue,  with  a  bit  of  red  embroidery 
at  the  ankles,  and  her  high-heeled  shoes  were  decorated  with  bright  silver 
buckles.  The  boys  looked  just  as  funny,  with  their  yellow  stockings, 
shoes  with  buckles,  gay  scarlet  jackets  and  several  pairs  of  trousers,  one 
pair  on  over  another.  If  the  girls  resembled  umbrellas,  the  boys  looked 
like  human  balloons.  We  have  heard  about  what?  Their  homes  and 
dress.  What  else  should  you  like  to  hear  about?  Their  school. 

In  those  days  the  school  was  only  a  bare  and  very  unattractive 
room.  The  scholars  sat  on  wooden  benches,  and  were  expected  to  be 
quiet  and  attentive.  The  teacher  was  a  stern-faced  man,  who  maintained 
strict  order  by  the  aid  of  a  long  birch  rod.  The  children  were  taught  to 
read,  to  spell,  to  cipher  and  to  write  with  pens  made  of  goose  quills.  The 
teacher  also  instructed  them  in  church  catechism.  The  morning  session 
closed  at  eleven,  and  the  children  went  home,  but  dinner  had  hardly 
ended  before  they  were  ready  to  go  again  for  the  afternoon  session,  which 
closed  at  four.  School  was  kept  on  Saturdays  as  well  as  week  days. 


108       •  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

Although  the  children  had  to  do  their  chores  and  spend  the  greater  part 
of  the  day  in  school,  they  found  plenty  of  time  to  play.  The  boys  played 
"knuckle-bones/'  a  game  corresponding  to  our  marbles;  the  girls  spent 
many  enjoyable  hours  with  their  dolls.  The  Dutch  were  a  jolly  people, 
who  liked  to  see  their  children  happy.  All  of  the  boys  and  girls  in  Ne\v 
Amsterdam  were  divided,  according  to  their  ages,  into  companies:  each 
company  had  a  leader.  Each  year,  on  the  birthday  of  their  leader,  the 
members  of  the  company  were  invited  to  his  home,  which  was  a  great 
event.  The  whole  house  was  given  up  to  the  little  folks,  and  they  romped 
and  played  to  their  heart's  content.  They  feasted  to  their  satisfaction, 
too,  upon  chicken,  turkey,  shortcakes,  crullers,  jumbles,  izer  cookies  and 
all  sorts  of  other  Dutch  dainties.  May  Day,  New  Year's  Day.  1  Caster 
time,  Saint  Nicholas'  Day  were  all  very  famous  times  in  Xew  Amsterdam. 
Although  Sunday  was  not  kept  so  strictly  in  Xe\v  Amsterdam,  the 
greater  number  of  the  people  attended  church  regularly.  At  the  sound  of 
the  drum  on  Sunday  mornings  whole  families  wended  their  way  to  church. 
If  it  were  in  winter  time,  the  women  and  children  carried  little  "foot 
stoves"  in  their  hands,  for  the  church  was  unheated,  and  often  the  serv- 
ices were  conducted  with  the  church  doors  wide  open,  even  though  the 
snow  was  falling.  The  children  had  to  sit  very  still  on  the  hard  benches 
during  the  sermon,  for  they  feared  the  sexton's  rod  or  whip.  The  ruling 
men  of  the  town  and  the  governor  sat  upon  cushions  brought  from  the 
City  Hall.  The  governor,  Peter  Stm\e>ant,  had  a  stern  face,  and  \\as 
very  gorgeously  dressed  in  shining  silver  buckles  and  buttons,  his  flowered 
silk  and  velvet  garments  and  his  long,  curling  wig.  But  the  most  inter- 
esting thing  to  the  children  was  his  wooden  leg,  ornamented  with  bands 
of  silver. 

Who  was  it  opened  up  the  way  in   America  to  the   Dutch?     Where 
did  we  leave  him?     Should  you  like  to  leave  him  there?     What  do  you 
want  to  know  at  our  next  lesson?     What  became  of  Capt.  Henry  Hudson? 
XI.  Claim  of  the  Dutch. 

a.  All    country    about    the    Hudson,     b.  Name — New    Nether- 
lands. 
XII.  Settlement — New  Amsterdam. 

a.  At   mouth  of   Hudson,     b.  Trading  posts    (fur),     c.  A   log 
fort.     d.  A  few  huts.     e.  Dutch  appearance. 

I.  Houses.        2.  Windmills.        3.  Yards.       4.  Children's 

dress.     5.  School.     6.  Church. 
XIII.  Governor  of  New  Netherlands — Peter  Stuyvcsant. 

a.   Stern-faced,      b.    Fancily    dressed,      c.    Wooden    leg.      d.    Good 

ruler. 

What  was  the  name  of  the  Dutch  settlement?  Write  a  paragraph 
about  New  Amsterdam.  Who  was  the  first  governor?  Describe  him. 
How  were  the  Dutch  schools  different  from  ours? 

Lesson  V. 

PUPIL'S  AIM  :     To  find  out  what  became  of  the  little  Dutch  settlement. 

MKTIIOD  OF   PROI-KDTRI-:  :     Where  did  we  leave  the  Dutch?     At  New 

Amsterdam.     Doing  what?     Trading   fur  with   the    Indians.      Yes,   almost 

all  of  the  inhabitants  were  traders,  who  intended  to  go  back  to  Holland 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  109 

just  as  soon  as  they  had  made  some  money  in  the  fur  trade.  The  West 
India  Company,  therefore,  offered  great  inducements  to  the  settlers  to  come 
and  farm.  Any  man  who  within  four  years  established  a  colony  of  fifty 
persons  was  to  receive  an  immense  tract  of  land.  The  owner  of  such  a 
tract  was  called  a  patroon,  and  in  a  little  while  a  number  of  patroons  had 
settled  along  the  Hudson  River  and  on  the  Delaware.  The  Delaware  set- 
tlements were  short-lived.  Why?  The  Indians  drove  the  settlers  away. 
But  those  on  the  Hudson  thrived,  and  soon  others  were  made  on  Long 
Island  and  the  banks  of  the  Connecticut  River. 

Thus  it  came  about  that  New  Netherlands  reached  from  the  Dela- 
ware to  the  Connecticut  River,  and  included  most  of  Long.  Island  and  of 
the  valley  of  the  Hudson  River.  After  a  time  some  of  the  officers  of  the 
Dutch  West  India  Company,  becoming  disgusted,  drew  out  and  formed 
another  company — the  South  Company.  This  company  sent  to  Sweden 
for  settlers.  They  sent  a  colony  of  Swedes,  who  founded  a  town  on  the 
Delaware  called  New  Sweden.  How  did  the  Dutch  feel  about  this? 
Alarmed.  Why?  They  feared  the  Swedes  would  drive  them  out.  The 
Swedes  did  attempt  to  drive  out  the  Dutch,  but  fiery  Governor  Stuyvesant 
took  a  band  of  soldiers  from  New  Amsterdam  over  to  New  Sweden  and 
conquered  the  Swedes.  He  then  took  possession  of  New  Sweden,  and 
added  it  to  New  Netherlands.  The  Dutch  now  lived  in  peace  and  en- 
joyed happiness.  Why  did  the  Dutch  East  India  Company  give  away  tracts  of 
land?  To  encourage  farming.  What  was  the  result?  By  this  time  there 
were  many  farms  in  New  Netherlands.  The  homes  on  these  farms  were 
just  as  quaint  as  in  New  Amsterdam.  They  were  long,  low,  rambling 
buildings,  full  of  quaint  little  windows,  short,  steep  flights  of  stairs,  cup- 
boards, closets  and  all  sorts  of-  rooms,  big  and  little.  In  the  cellars  were 
bins  stored  full  of  apples,  potatoes,  turnips  and  other  vegetables.  Side  by 
side  with  the  bins  were  rows  of  vinegar  and  cider  barrels;  hogsheads  of 
corned  beef  and  salted  pork ;  firkins  of  butter,  lard  and  pigs'  feet ;  kegs  of 
salted  shad  and  mackerel.  Swinging  shelves  supported  jars  of  pickles 
and  sweetmeats,  with  head  cheese  and  sausages  and  cheese.  The  cellars 
were  full  of  delicious  odors,  which  the  children  sniffed  with  delight.  What 
does  all  this  tell  us  about  the  Dutch  ?  Were  good  providers. 

The  kitchen  was  a  great  place,  too.  The  floor  was  scoured  as  white 
as  soap  and  sand  could  make  it.  The  long  dresser  glittered  with  rows  of 
pewter  dishes  that  shone  like  silver.  The  great  logs  in  the  huge  fireplace 
blazed  merrily,  filling  the  whole  room  with  a  ruddy  glow.  The  farmyard 
itself  looked  like  fairyland.  Let  us  see  why?  The  great  barn,  the  snowy 
ducks  and  geese,  the  hens  and  turkeys,  the  horses,  pigs,  cows  and  calves. 
Look  away  from  the  barn,  what  do  you  see?  The  wheat  fields,  orchards, 
cornfields  and  green  meadows  stretching  to  the  silvery  Hudson.  The 
Dutch  were  very  happy  in  New  Netherlands.  Why?  Had  plenty  of 
everything.  But  this  happiness  was  not  to  last.  One  bright,  beautiful 
August  morning,  in  1664,  the  whole  town  of  New  Amsterdam  was  awak- 
ened by  the  booming  of  guns.  The  people  spran?  from  their  beds  in 
terror,  and  soon  the  streets  echoed  with  the  cry,  "The  English !  The  Eng- 
lish!"  Men  rushed  from  house  to  house  to  notify  the  people  that  four 


llO  LESSON  PLANS  IN  FOURTH  GRADE  HISTORY. 

English  war  vessels  were  in  the  bay  below  the  town.  At  that  time  Eng- 
land and  Holland  were  at  war,  so  England  sent  ships  over  here  to  try  to 
take  the  "New  Netherlands"  away  from  the  Dutch. 

Governor  Stuyvesant  was  away  at  the  time.  What  do  you  suppose 
he  did?  Hurried  back  to  save  New  Amsterdam  from  the  enemy.  He 
said,  "I  would  rather  be  carried  away  dead  than  give  up  the  fort."  But 
nobody  would  help  him  to  fight.  Why?  They  saw  how  useless  it  would 
be  to  try  to  fight  against  the  English,  who  were  so  well  armed.  They  pre- 
ferred to  surrender  to  their  enemies  rather  than  to  sacrifice  their  lives  and 
property.  What  was  the  first  thing  the  English  did?  Hauled  Dutch  flag 
down  and  raised  English  flag  in  its  place.  This  happened  in  September. 
Then  the  name  of  the  place  was  changed  by  the  King,  of  England  from 
New  Amsterdam  to  New  York  in  honor  of  his  brother,  the  Duke  of  York. 
In  what  year  did  New  Amsterdam  become  New  York?  1664.  ?Imv 
many  years  after  its  settlement?  Fifty  years.  What  else  changed  besides 
the  name?  The  customs  of  the  people.  Why?  Because  English  people 
now  came  over  to  New  York.  The  English  language  was  taught  in  the 
schools,  and  everything  that  was  Dutch  was  changed  to  English  in  a  short 
time. 

XIV.  Chief  business  of  the  Dutch, 
a.  Fur  trading  business. 
XV.   Farming  industry. 

a.  Inducement  given. 

1.   A  large  tract  of  land  given  to  patroons.     2.   Patroons 

(formed  colonies  of  fifty  persons  in  four  years). 
XVI.  Growth  of  New  Netherlands. 

a.  Country  from  Delaware  River  to  Connecticut  River ;  Long 

Island  and  Valley  of  Hudson,     b.  Many  farms. 
X  VII.  South  Company  forming  a  new  colony. 

a.  New  Sweden,     b.  Their  attack  upon  Dutch,     c.  Defeat  of 

Swedes. 
XVIII.  Governor  Stuyvesant's  new  land. 

a.  Possession  of  New  Sweden. 
XIX.  England's  attack  upon  Dutch. 

a.  In    1664.     b.  English    \ictorious.      Why"      c.  Dutch    unpre- 
pared?   d.  Change  of  name,  cust* 

ASSIGNMENT:  How  did  the  Dutch  encourage  the  settlers  to  engage 
in  farming?  Why  did  they  wish  the  people  to  farm?  Compare  the  Dutch 
farms  with  the  English  plantations.  Tell  about  the  settlements  of  New 
vSweden.  Describe  the  attack  upon  the  Dutch. 

REFERENCES:  Child  Life  in  New  Amsterdam.  Classic  No.  64. 
Dansville,  N.  Y.  History  Reader.  Bk.  I.  Mace.  Pioneers  on  Land  and 
Sea — McMurray.  Stories  of  Thirteen  Colonies — Guerber.  Primary  His- 
tory of  United  States — McMaster.  Primary  History  of  United  States — 
Morris.  Builders  of  Our  Country — Southworth.  First  Course  in  Ameri- 
can History.  Bk.  I — Hodgdon. 


LESSON  PLANS  IN  FOURTH  GRADE  HISTORY.  Ill 

MASSACHUSETTS:  CAPTAIN  MILES  STANDISH 

MODE  OF  ATTACK':  Who  settled  Virginia  ?  Why  did  they  leave  Eng- 
land? In  England  the  king  wished  to  make  all  of  the  people  attend  the 
Church  of  England,  which  was  the  Episcopal  Church.  The  services  in  this 
church  were  very  elaborate,  the  vestments  very  costly,  and  there  were  some 
people  who  wished  for  a  more  simple  form  of  worship*  They  went  to 
the  king,  James  I,  and  asked  for  this  simple  form  of  worship.  The  king 
refused..  What  should  you  like  to  find  out?  What  these  people  did  when 
James  I  refused  this  simple  form  of  religion. 

PUPIL'S  AIM  :  To  find  out  what  these  people  did  when  their  request 
for  a  simple  form  of  religion  was  refused. 

METHOD  OF  PROCEDURE  :  Since  they  were  poor  people,  they  could  not 
assert  their  rights,  so  they  held  services  in  private  homes,  but  when  the 
king's  officers  found  this  out  the  king  made  a  "law  forcing  everybody  to 
attend  his  church,  and  no  other.  These  people,  however,  instead  of  giving 
up  their  religion,  became  more  cautious,  and  held  services  privately  or 
secretly.  They  often  journeyed  from  place  to  place  to  hold  their  services, 
so  they  came  to  be  called  "Pilgrims,  or  Wanderers."  Still,  in  spite  of  this, 
the  king's  officers  often  found  them,  and  what  do  you  think  they  did?  Im- 
prisoned them,  imposed  heavy  fines  upon  them,  and  sometimes  they  were 
led  to  the  gallows.  What  was  the  only  thing  left  for  them  to  do  ?  Leave 
England.  They  decided  to  go  to  Holland,  where  religious  freedom  was 
granted  to  all.  Would  the  king  be  willing  for  them  to  go?  No.  What 
would  he  do?  Set  his  officers  to  watch  them.  They  found  a  ship  to  carry 
them  to  Holland,  but  after  promising  to  take  them  the  captain  laid  a  trap 
for  them ;  for  no  sooner  were  they  on  board  than  the  king's  officers  sprang 
up,  seized  their  goods,  rudely  searched  the  men  and  women  for  money,  and 
hurried  the  leaders  off  to  jail.  What  effect  would  this  have  had  upon  you? 
Made  you  more  determined  to  leave  England.  Just  as  soon  as  they  were 
set  free  they  tried  again,  and  soon  found  a  Dutch  captain  to  take  the  com- 
pany to  Holland.  Had  the  king's  officers  stopped  watching?  No.  Only 
a  small  boat  load  of  men  had  reached  the  ship  when  the  king's  officers 
rushed  to  the  shore.  What  would  the  Dutch  captain  be  apt  to  do?  Sail 
away.  Why?  Afraid  of  the  king's  officers.  What  happened  to  the  people 
on  shore?  They  were  left  behind,  and  found  shelter  in  the  homes  of  the 
poor  nearby.  The  Dutch  boat  reached  Amsterdam,  the  great  city  of  Hol- 
land, where  the  men  made  ready  for  those  left  behind,  who  came  later. 
Here  they  found  a  home  where  they  might  worship  God  as  they  felt  was 
right.  They  also  found  a  company  of  people  who,  like  themselves,  had 
fled  from  religious  persecution.  Would  they  be  satisfied  here?  Yes,  but 
they  found  later  on  that  they  must  leave  this  peaceful  place.  What  would 
be  our  problem  next  time?  Why  the  Pilgrims  were  compelled  to  leave 
Holland? 

MASSACHUSETTS— CAPTAIN  MILES  STANDISH. 

I     Settled  by  English,  1620. 

1.  Unrest  in  England  due  to  religious  persecution. 

I2  King's    attempt   to    force    people    to    attend    Episcopal 
Church. 


112  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

2-  Desire  for  a  more  simple  form  of  worship. 

3-  Desire  refused  by  king. 
II.     Seeking  a  home,  1608. 

1.  Leaving  England  for  Holland. 
I2  Services  held  secretly. 
22  King's  officers  watchful. 
32  First  attempt  to  leave  England. 

I3  Treachery  of  captain  of   vessel. 
23  Imprisonment  of  Pilgrims. 
42  Second  attempt  to  leave  England. 

1s  One  boat  load  of  men  on  board. 
23  Arrival  of  king's  officers. 

33  Departure  of  Dutch  vessel.  Families  separated. 
ASSIGNMENT:  Why  were  these  people  called  Pilgrims?  Why  did 
they  not  wish  to  attend  the  king's  church?  How  many  attempts  to  leave 
England  did  they  make?  Tell  about  one  of  these  attempts.  Imagine  your- 
self a  Pilgrim  boy,  and  write  what  you  did  after  your  father  sailed  away 
on  the  Dutch  ship.  Write  about  the  meeting  later  on. 

Lesson  II. 

PUPIL'S  AIM  :  Why  the  Pilgrims  were  compelled  to  leave  Holland. 
METHOD  OF  PROCEDURE:  Why  had  the  people  enjoyed  their  stay  in 
Holland?  If  you  lived  among  Dutch  people  for  a  long  time,  what  would 
happen?  Learn  Dutch  customs,  language.  What  would  be  the  only  way 
to  overcome  this?  Leave  Holland.  Where  was  the  only  place  for  them 
to  go?  To  America.  Some  Dutch  merchants  wanted  to  carry  them  to  a 
little  Dutch  trading  post  at  the  mouth  of  the  Hudson  River,  but  they  wished 
to  still  live  under  the  English  flag.  How  might  they  secure  a  place  to  make 
a  settlement  in  America?  Why  would  not  the  king  be  willing  to  give  them 
a  charter  or  grant?  He,  however,  promised  not  to  harm  them  if  they  be- 
haved well. 

They  had  been  in  Holland  twelve  years,  and  there  were  one  thousand 
now  there.  They  were  too  poor  to  hire  ships  to  carry  them  to  America. 
Some  English  merchants  promised  them  two  ships  if  they  would  agree  to 
turn  over  to  the  merchants  about  all  they  earned  in  America  until  the  debt 
was  paid. 

These  were  indeed  hard  times,  but  the  hearts  of  the  Pilgrims  were 
brave,  and  so  they  agreed.  Only  one  boat  came  to  Holland.  Could  one 
thousand  go  on  one  boat?  Who  then  would  be  chosen  to  go?  The  young 
and  strong".  Why?  Because  of  the  hardships  they  must  endure  in  the 
new  country.  The  older  people  bade  them  an  affectionate  farewell,  and 
they  sailed  away  to  England  on  the  Speedwell,  where  they  were  met  by 
another  vessel,  the  Mayflower.  They  started  off  for  America,  but  the 
Speedwell  was  old  and  leaky,  so  one  hundred  and  two  got  on  board  the 
Mayflower,  and  the  Speedwell  went  back.  What  should  each  company 
have?  A  leader.  What  kind  of  a  man  should  a  leader  be?  Brave,  strong 
and  able  to  fight.  Was  it  necessary  for  him  to  be  a  Pilgrim?  No.  Miles 
Standish,  a  brave,  true-hearted  English  soldier,  was  chosen  leader.  He 
has  often  been  called  "One  of  the  fathers  of  Massachusetts."  He  was 
fond  of  fighting  and  of  adventure.  He  came  to  America  for  no  other 


PLANS  IN  FOURTH  GRADE  HISTORY.  113 

reason  than  to  help  the  Pilgrims  in  their  task  of  making  a  new  home  in  the 
forest  wilds.  He  came  as  their  friend  and  helper,  and  was  chosen  their 
leader  when  they  started  off  on  their  voyage.  What  ocean  must  they  cross  ? 
What  might  they  encounter?  Storms.  The  frail  vessel  was  so  tossed  by 
the  wind  and  waves  that  the  poor  people  had  to  remain  below  deck  most  of 
the  time.  What  did  they  wish  to  see?  Land.  They  sighted  land  near 
the  coast  of  Massachusetts.  They  sailed  along  the  coast  looking  for  a 
place  to  land.  Whom  do  you  suppose  choose  the  place  for  them  to  land? 
Miles  Standish.  He  chose  Provincetown.  Before  they  landed  he  called  a 
meeting  on  board  the  Mayflower.  What  for?  To  make  rules  or  laws. 
Yes,  they  elected  John  Carver  governor  of  Massachusetts,  and  drew  up  a 
written  agreement,  which  made  them  promise  to  abide  by  whatever  laws 
it  was  found  necessary  to  make.  What  shall  our  problem  be  for  next  time  ? 
To  learn  something  of  the  colony  they  established. 

3.  Leaving  Holland  for  England. 

I2  Length  of  stay  in  Holland  (12  years). 

22  Colony  (1,000). 

32  Old  people  left  behind. 

42  Younger  and  stronger  members  selected  to  go. 

52  Voyage  to  England  on  Speedwell. 

4.  Leaving  England  for  America. 

I2  Joined  by  friends  on  Mayflower. 

22  Speedwell  abandoned. 

32  Voyage — storms  ;  very  rough. 

42  Arrival  at  Provincetown  or  Plymouth. 

5.  Miles  Standish  chosen  leader. 

I2  A  brave  soldier;  not  a  Pilgrim. 
22  Written  agreement  drawn  up  on  shipboard. 
32  John  Carver  elected  governor. 

ASSIGNMENTS:  Why  did  the  Pilgrims  leave  Holland?  Why  could 
they  not  all  go?  Write  the  story  of  the  choosing  of  Miles  Standish.  Tell 
something  of  the  voyage  to  America. 

Lesson  III. 

PUPII/S  AIM  :  To  learn  something  of  the  colony  the  Pilgrims  estab- 
lished. 

METHOD  OF  PROCEDURE:  Who  was  the  leader  of  the  Pilgrims? 
Where  did  they  wish  them  to  land?  At  Provincetown.  John  Smith  had 
been  here,  and  called  this  place  Plymouth.  They  decided  to  keep  the  name. 
Since  there  were  no  houses  here,  where  would  they  live?  On  the  May- 
flower. They  landed  on  December  21,  1620,  and  lived  for  a  month  on  the 
Mayflower.  What  were  the  men  doing?  Cutting  logs  to  build  a  house. 
They  built  only  one  large  log  house,  in  which  they  could  all  live  until  they 
were  able  to  build  separate  homes  for  each  family.  A  platform  was  put 
up,  and  on  it  was  placed  the  cannon  which  the  colonists  had  brought  with 
them.  Why  this  precaution?  Indians.  The  colonists  had  brought  guns, 
powder  and  bullets  for  each  man,  and  cannon  for  common  protection. 

These  people  had  lived  in  a  land  where  the  climate  was  very  mild. 
The  climate  here  was  very  severe.  What  would  be  the  result?  A  great 
many  of  the  people  were  taken  sick;  many  died,  and  food  became  scarce. 


114  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

Where  had  the  food  come  from?  Brought  from  England.  Many  became 
sick,  and  the  large  house  was  turned  into  a  hospital. 

During  this  winter  Miles  Standish  cared  for  the  sick  with  all  the  gen- 
tleness of  a  woman.  Only  six  of  the  people  were  able  to  help  him  do  this. 
John  Carver  died  before  the  winter  was  over.  When  spring  came  only 
fifty  men  were  left  of  the  one  hundred  and  two  who  had  sailed  from  Eng- 
land. In  order  that  the  Indians  might  not  know  to  what  small  numbers 
the  Pilgrims  had  been  reduced  the  settlers  buried  their  dead  at  night,  and 
leveled  the  graves  so  that  they  might  not  be  noticed. 

Yet,  despite  the  hard  winter,  when  the  Mayflower  returned  to  England 
in  the  spring  not  one  person  cared  to  go  back.  Liberty,  with  all  its  hard- 
ships, was  sweeter  than  life  in  their  old  home. 

After  the  Mayflower  sailed  away  brave  Miles  Standish  cheered  IMS 
little  army,  and  helped  them  to  get  ready  to  meet  any  danger.  He  built  a 
fort  and  mounted  the  cannon  brought  over  in  the  Mayflower. 

But  the  Indians  were  not  so  bad  after  all,  for  one  day  a  fine-looking 
Indian  came  walking  into  the  village  and  called  "Welcome!  Welcome!" 
in  English.  His  name  was  Samoset,  and  he  had  learned  a  little  English 
from  some  fishermen  on  the  coast.  He  stayed  over  night,  and  left  in  the 
morning. 

Shortly  afterward  Samoset  returned  with  another  Indian,  whose  nan.c 
was  Squanto.  Years  before  Squanto  had  been  stolen  by  some  Englishmen 
and  carried  to  England,  where  he  learned  to  speak  English.  They  gave  the 
news  that  Massasoit,  the  great  Indian  chief  of  the  tribe  Wampanoags,  was 
coming  to  visit  them. 

In  an  hour's  time  Massasoit  came  with  sixty  followers.  Pilgrims  re- 
ceived him  with  all  the  possible  show.  They  marched  to  meet  him.  carrying 
all  their  guns,  beating  all  the  drums  they  could  muster.  The  chief  seemed 
much  pleased,  and  a  peace  compact  was  drawn  up.  This  pledge  was  kept 
for  over  fifty  years,  as  long  as  Massasoit  lived. 

Squanto  afterwards  came  to  live  with  the  Pilgrim1?.  He  proved  a 
valuable  friend  to  them.  Why?  How?  He  taught  the  English  the  wav 
to  plant  corn,  peas  and  barley,  and  acted  as  interpreter  between  them  and 
the  neighboring  tribes  in  their  fur  trading. 

When  spring  came  the  Pilgrims  grew  more  hopeful,  and  they  had 
twenty  acres  of  corn  and  six  acres  of  peas  and  barley,  and  this  promised  a 
splendid  harvest.  With  the  autumn  the  promise  was  fulfilled.  When  they 
had  gathered  their  first  harvest  the  Pilgrims  found  themselves  supplied 
with  grain  for  the  coming  winter.  Unlike  many  people,  they  did  not  for- 
get who  the  Giver  of  all  this  bounty  was. 

They  set  aside  one  day  for  a  thanksgiving  for  the  harvest ;  and  then, 
thinking  the  best  way  to  show  their  gratitude  was  to  give  pleasure  to  others. 
They  invited  Massasoit  and  sixty  of  his  Indians  to  join  them  in  a  celebra- 
tion. Massasoit  brought  five  deer  for  the  feast.  The  Pilgrims  themselves 
had  sent  men  out  to  shoot  wild  turkey.  Fof  three  days  these  friendly 
neighbors  passed  the  time  in  feasting  and  in  outdoor  games. 

From  this  happy  beginning  has  grown  our  national  custom  of  observ- 
ing a  Thanksgiving  day  in  the  fall  of  each  year.  What  should  you  like  to 
learn  next  time?  If  all  the  Indians  were  friendly. 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  115 

6.     The  colony. 

I2  Life  on  the  Mayflower  for  one  month. 
2'2  Landing  at  Plymouth. 
32  The  first  winter. 

I3  One  log  hut  built. 

2s  Protection  against  Indians  provided  for. 

33  Suffering  of  colonists. 

I4  Sickness  and  death. 
24  Aid  of  Standish. 
34  Departure  of  Mayflower. 
43  Friendly  Indians. 

I4  Squanto,  Samoset  and  Massasoit. 
24  Treaty  of  peace  drawn  up. 
34  Aid  given  colonists. 
42  First  Thanksgiving. 

I3  Gratitude  of  Pilgrims. 
23  Desire  to  make  others  happy. 
33  Indians  invited  to  the  feast. 
I4  Five  deer  brought. 
24  Three  days  spent  in  games. 
34  Beginning  of  our  own  Thanksgiving. 
ASSIGNMENTS:     Write  about  the  first  winter  at  Plymouth.     Tell  about 
the  visits  of  the  Indians.     Tell  about  the  first  Thanksgiving. 

Lesson  IV. 

PROBLEM  iv:  To  learn  if  all  the  Indians  were  friendly  to  the  Pilgrims. 
METHOD  OF  PROCEDURE:  How  had  Squanto  helped  the  Pilgrims? 
With  what  Indian  chief  had  they  made  a  treaty  of  peace?  How  long  was 
this  treaty  kept?  How  would  the  enemies  of  Massasoit's  tribe  feel  toward 
the  Pilgrims  who  were  friends  of  Massasoit?  Hate  them.  Wish  to  do 
them  harm.  About  twenty  miles  from  Plymouth  there  dwelt  a  tribe  of 
Indians  that  hated  Massasoit.  These  were  the  Narragansetts,  and  their 
chief  was  Canonicus.  "Why  should  I  let  these  palefaces,  the  friends  of  my 
enemies,  live  in  peace?"  thought  Canonicus.  So  he  sent  a  bundle  of  arrows 
wrapped  in  a  snake's  skin  to  Miles  Standish.  What  would  he  mean  by 
this?  A  sign  of  war. 

What  kind  of  a  man  did  we  say  Standish  was?  Very  brave,  strong 
and  was  not  afraid  to  fight  when  necessary.  Would  these  arrows  frighten 
Standish?  No.  He  kept  the  arrows,  but  sent  the  snakeskin  back  lilled 
with  powder  and  shot.  WThat  would  this  mean?  That  the  English  were 
ready  to  fight.  Canonicus  had  heard  of  the  wonderful  guns  of  the  white 
men,  and  he  had  no  desire  to  get  in  their  way,  so  he  gave  up  the  idea  of  at- 
tacking the  white  people. 

Shortly  after  this  Massasoit  was  taken  sick,  and'Winslow,  one  of  the 
Pilgrims,  went  to  see  him.  He  found  him  very  thin  and  weak.  Massasoit 
thought  he  was  going  to  die,  but  Winslow  cured  him,  and  he  got  well.  How 
would  this  make  Massasoit  feel?  Very  friendly  toward  the  Pilgrims.  He 
said :  "Now  I  see  the  English  are  my  friends  and  love  me ;  while  I  live  I 
will  never  forget  their  kindness." 


116  LESSON  PLANS  IN  FOURTH  GRADE  HISTORY. 

The  Narragansetts  were  not  the  only  enemies  of  the  Pilgrims  There 
was  another  tribe,  the  Massachuseuks,  who  plotted  to  kill  all  the  English 
in  Plymouth.  Fortunately,  Massasoit  learned  of  this  plot.  What  would 
he  do?  Warn  the  Pilgrims.  Why? 

Miles  Standish,  upon  hearing  the  news,  decided  to  hunt  up  his  ene- 
mies before  they  attacked  his  people.  Taking  a  company  of  men  with  him, 
he  marched  to  meet  Pecksuot's  tribe.  When  Pecksuot  saw  that  the  white 
captain  was  a  small  man,  he  grew  very  insolent,  and  said  that  Standish  was 
a  boy,  and  that  his  place  was  at  home  helping  the  women,  and  not  fighting 
the  Indians.  What  effect  would  this  have  upon  Standish?  Standish 
quickly  decided  that,  if  there  had  to  be  bloodshed,  the  sooner  it  was  ovi-r 
the  better,  and  killed  Pecksuot  and  many  others.  This  ended  ths  trouble 
with  the  Indians  for  a  long  time. 

What  would  trouble  with  the   Indians  keep  the  colony   from  doing? 
Prospering.     Now  that  this  trouble  was  over,  what  could  the  colonists  do? 
Try  to  improve  the  colony.     What  should  be  our  problem  for  next  time? 
To  learn  of  the  growth  of  the  colony. 
7.     Trouble  with  Indians. 

I2  With  the  Narragansetts. 

I3  Arrows  sent  by  Canonicus. 

23  Powder  and  shot  sent  by  Standish. 

I4  The  result  of  this  reply. 
2-  With  the  Massachuseuks. 

1:{  Warning  given  by  Massasoit.     Why? 
23  Standish's  march  to  meet  Pecksuot. 
33  Pecksuot's  boast. 
43  The  Little  Captain's  anger. 

I4  Pecksuot  shot. 

ASSIGNMENTS:  Why  did  Canonicus  decide  to  attack  the  Pilgrims? 
Tell  how  Standish  replied  to  Canonicus'  declaration  of  war.  Why  would 
Massasoit  be  willing  to  warn  the  Pilgrims? 

Lesson  V. 

PROBLEM  v :  To  learn  of  the  growth*  of  the  colony. 
METHOD  OF  PROCEDURE  :  When  the  first  boat  load  of  Pilgrims  left 
Holland  who  were  chosen  to  come?  The  strong  and  brave.  Why  did  not 
all  of  the  Pilgrims  in  Holland  come  to  America  when  the  first  boat  sailed? 
There  was  not  room  for  all.  What  would  the  others  do  at  their  earliest 
opportunity?  Follow  the  first  boat  load  to  America.  Other  Pilgrims  from 
Holland  soon  joined  the  first  Plymouth  settlement.  Wrhat  effect  woul  1 
this  have  upon  the  colony?  Make  it  larger  and  stronger.  How  many 
houses  were  built  at  first?  One  large  one.  With  the  coming  of  the  Pil- 
grims what  would  they  need?  More  homes.  They  now  built  a  separate 
home  for  each  family.  What  would  these  homes  form?  A  village. 

Of  what  were  they  built?  Of  logs  plastered  with  mud.  The  chimneys 
and  fireplaces  were  of  rough  stone ;  oiled  paper  was  used  for  window  panes. 
Instead  of  dividing  the  house  into  dining-room,  kitchen  and  parlor  the  Pil- 
grims had  one  big  room.  The  cooking  was  done  over  the  fire  under  the  big 
chimney.  They  had  scarcely  any  furniture.  Instead  of  comfortable  chairs 


LESSON    PLANS    IN    FOURTH    GRADE;    HISTORY.  117 

and  beds  they  had  blocks  of  wood  covered  with  furs,  and  chests  which  they 
brought  with  them. 

After  the  homes  were  built  what  would  they  build  next?  A  church 
and  a  schoolhouse.  The  church  was  simple  and  crude  like  their  homes, 
but  every  Sunday  morning  the  people  were  called  to  worship  by  the  beating 
of  the  drum,  and  they  marched  to  church  with  their  guns  over  their  shoul- 
ders. As  they  filed  into  the  building  they  left  their  muskets  with  the  sen- 
tinel, who  had  to  stand  guard  watching  for  Indians.  On  Sunday  the  chil- 
dren had  to  walk  together  quietly  to  church,  and  to  sit  perfectly  still 
through  the  reading  of  a  sermon,  which  was  sure  to  last  one  hour. 

During  the  week  the  children  had  to  go  to  school.  The  schoolhouse 
was  built  of  clumsy  logs,  with  a  roof  of  dried  grass  and  seaweeds.  Inside 
the  walls  were  bare.  There  were  no  pictures  or  maps  to  help  the  children 
understand  their  lessons.  The  teachers  were  very  strict,  and  thought  it 
very  wrong  for  children  ever  to  waste  time  in  play. 

The  energetic  Captain  Standish  did  his  full  share  of  work  of  every 
kind,  and  after  a  time  he  went  back  to  England  to  borrow  money  to  help 
the  colonists.  When  he  returned  he  did  everything  to  aid  their  cause 
He  died  after  living  a  long  and  useful  life.  A  granite  monument  has  been 
erected  near  the  Plymouth  Colony  in  his  memory. 

Not  long  after  Standish's  death  Massasoit  walked  into  the  Pilgrims' 
settlement  with  his  two  sons,  Wamsutta  and  Metacomet.  He  asked  his 
paleface  friends  to  give  the  lads  English  names.  Thereafter  these  two 
young  Indians  were  known  as  Alexander  and  Philip.  When  Massasoit  died 
Alexander  became  chief  of  the  Wampanoags.  The  Plymouth  settlers  did 
not  trust  him  as  they  had  trusted  his  father,  and  at  length  they  suspected 
that  he  was  plotting  to  destroy  them,  so  they  had  him  come  to  Plymouth,  but 
were  unable  to  prove  the  charges  against  him,  so  they  released  him.  On 
the  way  home  Alexander  suddenly  fell  ill,  and  soon  after  he  reached  home 
he  died.  His  young  wife,  who  was  thought  a  great  deal  of  by  her  tribe, 
told  them  that  she  felt  sure  that  the  white  people  had  poisoned  her  husband 
in  order  to  get  rid  of  him.  This  was  not  true,  but  the  Indians  believed  it. 
Who  would  now  become  chief  of  the  Wampanoags?  Philip.  How  would 
he  feel  toward  the  white  people?  Very  revengeful.  What  influence  would 
he  have  upon  the  tribe?  Stir  them  up  into  anger  against  the  whites.  What 
would  they  be  apt  to  do  ?  Declare  war.  What  should  be  our  problem  for 
next  time.  To  learn  about  the  war  between  Philip's  tribe  and  the  Pilgrims. 
6.  Growth  of  colony. 

I2  Arrival  of  Pilgrims  from  Holland. 
22  Need  of  more  homes. 

I3  Log  cabins — one  room. 

I4  Chimneys  and  fireplaces  of  rough  stone. 
24  Windows  of  oiled  paper. 
32  Schools. 

I3  Log  hut — dried  grass  roof. 
23  Teacher  very  strict. 
42  Church. 

23  Sentinel  on  guard. 
I3  Lo?  hut  on  hill. 


118  LESSON    PLANS    IX    ForRTH    GRADE    HISTORY. 

33  Long  services — quiet  children. 
52  Service  of  Standish. 

I3  Did  his  share  of  every  kind  of  work. 
23  Trip  to  England  to  borrow  money. 
33  Return  to  America — Death. 
43  Monument  erected  in  his  honor. 
7.     Relations  with  Indians. 

I2  Massasoit's  trip  to  colony. 

I3  Two  sons  named  by  white  people. 
22  Death  of  Massasoit. 
32  Alexander,  chief  of  Wampanoags. 

I3  Alexander's  death. 
4-  Anger  of  Philip. 

ASSIGNMENTS:  State  in  how  many  ways  Standish  was  useful  to  the 
Pilgrims.  Compare  Pilgrim  settlement  with  the  Virginia  settlement.  Write 
a  paragraph  entitled  "Anger  of  Philip." 

Lesson  VI. 

PROBLEM  vi.  To  learn  about  the  war  between  Philip  and  the  Pilgrims. 
METHOD  OF  PROCEDURE:  Since  Philip  was  at  the  head  of  the  tribe  of 
Indians,  the  war  was  called  King  Philip's  War.  Let  us  give  the  causes  of 
the  war.  First  Alexander's  death;  second,  Indians  saw  that  the  whites  were 
growing  in  numbers  every  year,  while  they  were  becoming  weaker;  third, 
the  Indians  thought  the  white  people  were  trying  to  convert  the  mem- 
bers of  the  tribe  so  that  the  Indians  would  join  the  whites.  These  were 
known  as  "Praying  Indians."  One  of  them  who  knew  Philip  very  well 
told  the  white  people  that  Philip's  warriors  were  grinding  their  axes  sharp 
for  war.  Soon  afterward  this  "Praying  Indian"  was  found  murdered.  The 
white  people  accused  three  of  Philip's  men  of  having  killed  him.  They 
were  tried,  found  guilty  and  hanged.  What  effect  would  this  have  upon 
King  Philip?  Make  him  more  angry. 

The  war  began  in  earnest  in  1675.  As  some  of  the  white  settlers  were 
coming  home  from  church  they  were  attacked  by  the  Indians  lying  in  am- 
bush. One  of  the  white  men  was  killed,  and  another  was  badly  hurt.  The 
shots  were  fired  by  Indians.  They  were  not  cowards,  but  they  did  not  come 
out  and  fight  boldly,  but  would  fire  from  behind  trees  and  rocks.  Fre- 
quently villages  were  attacked,  and  women  and  children  were  taken  pris- 
oners and  often  killed,  then  the  houses  set  oh  fire. 

When  winter  came  King  Philip  gathered  his  warriors  together  and 
joined  the  Narragansetts,  that  they  might  camp  together  during  the  winter. 
Why  the  Narragansetts?  Why  not  fight  during  the  winter?  The  leafless 
trees  did  not  provide  a  good  screen,  so  these  two  tribes  chose  a  piece  of 
rising  ground  in  the  middle  of  a  great  swamp,  and  here  they  fortified  them- 
selves. Around  their  camp  they  built  a  thick  wall  of  logs.  Inside  the  wall 
they  set  up  their  wigwams,  and  then  nearly  three  thousand  Indians  settled 
down  for  the  winter  in  what  they  thought  was  perfect  safety.  What  action 
would  the  white  men  take?  Strike  the  Indians  a  blow.  The  different  set- 
tlements sent  men,  until  a  goodly  army  was  ready  to  inarch  against  the  In- 
dian encampment.  On  December  19  they  reached  Cedar  Swamp.  There 
was  only  one  entrance,  and  but  one  way  to  reach  the  entrance.  This  was 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  119 

by  crossing  a  brook  on  a  fallen  tree.  This  was  very  dangerous,  but  still  they 
did  not  hesitate.  The  soldiers  soon  rushed  toward  the  log,  and  gained  en- 
trance into  the  fort.  A  terrible  fight  took  place,  and  lasted  all  day.  At 
sunset  it  began  to  snow,  and  Philip,  the  chief,  and  many  warriors  fled  into 
the  forest.  In  this  battle  over  a  thousand  Indians  perished,  and  the  power 
of  the  mighty  Narragansetts  was  completely  broken. 

How  would  this  attack  influence  King  Philip?  Make  him  hate  the 
palefaces  more  than  ever.  He  renewed  the  attack  more  relentlessly  than 
ever  and  the  war  went  on  all  through  the  next  summer. 

At  last  King  Philip's  wife  and  -son  were  taken  prisoners.  This  was  a 
hard  blow  for  the  poor  chief.  "Now  my  heart  breaks,"  he  said,  "and  1 
am  ready  to  die."  Would  he  be  willing  to  make  peace?  No,  when  one  of 
his  men  suggested  peace  to  him  he  struck  him  dead.  A  brother  of  this  man 
stood  by.  How  would  he  feel  toward  King  Philip?  Hate  him.  Desire  to 
be  revenged. 

At  the  first  opportunity  he  slipped  away  and  going  to  the  English  told 
them  that  they  would  find  King  Philip  at  his  old  home.  What  would  the 
English  do  ?  Go  in  search  of  him.  Yes,  one  day  in  August  suddenly  hearing 
footsteps,  Philip  sprang  to  his  feet  and  dashed  to  the  woods.  As  he  was 
fleeting  past  his  betrayer,  he  received  the  shot  of  the  angry  Indian.  This 
ended  the  war  and  destroyed  the  great  tribe  of  the  Wampanoag  Indians. 
IV.  King  Philip's  War. 

1.  Causes. 

I2  Alexander's  death. 

22  Growing  strength  of  colonists. 

32  Indians  loss  of  land. 

42  Philip's  growing  hatred. 

2.  War  declared  in  1675. 

I2  Praying  Indians  trying  to  avert  trouble.    Killed  by  tribe. 
22  Manner  of  fighting. 

I3  In  ambush. 

23  At  night — attack  women  and  children. 
32  Indian  camp  built  in  winter. 

I3  Could  not  fight  under  leafless  trees. 

23  Union  of  Narragansetts  and  Wampanoags. 
42  Indian  camp  attacked. 

I3  Gathering  of  army. 

23  Fight  at  camp. 

33  Flight  of  King  Philip. 
52  Renewal  of  war. 

I3  Philip's  wife  and  son  captured. 
62  King  Philip's  death. 

I3  Betrayed  by  angry  Indian. 

23  Close  of  war.    End  of  tribe. 

ASSIGNMENTS:  State  the  cause  of  the  death  of 'the  Praying  Indian. 
Why  did  the  attack  on  the  Indian  encampment  result  so  fatallly  to  King 
Philip's  tribe?  Why  was  Philip  betrayed  by  an  Indian?  What  was  the 
result  of  King  Philip's  war? 


120  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

MARYLAND:  GEORGE  CALVERT. 

INTRODUCTION:  Why  did  the  Pilgrims  leave  England?  Who  was 
King  of  England  at  this  time?  James  I.  Why  did  he  wish  to  make  every- 
one attend  his  church?  Make  it  a  strong  church  and  help  to  pay  its  debts. 
What  church  was  this?  Episcopal  Church.  Now,  there  was  another  com- 
pany of  people  in  England,  the  Catholics,  whom  the  king  tried  to  make 
attend  his  church.  W'ould  they  be  willing  to  pay  the  debts  of  the  Episcopal 
Church?  No.  What  would  the  king  do?  Prosecute  them.  Wrhat  would 
be  the  only  thing  for  them  to  do?  Leave  England.  There  was  a  promi- 
nent Catholic  in  England,  George  Calvert  (Lord  Baltimore),  who  wished 
10  help  them.  Would  you  like  to  know  how  he  did  this? 

PROBLEM  i.  To  learn  how  Lord  Baltimore  helped  the  Catholics  who 
were  persecuted  in  England. 

METHOD  OF  PROCEDURE:  If  Lord  Baltimore  wished  to  help  these  peo- 
ple what  must  he  do?  Take  them  to  the  New  World.  What  would  be 
the  only  way  in  which  he  could  do  this?  Appeal  to  the  king.  What  must 
he  ask  for?  A  grant  of  land.  King  James  gave  him  a  grant  of  land  in 
Newfoundland.  Find  on  map.  In  what  direction  from  us?  In  nearly 
the  same  latitude  as  England.  He  sent  his  colonists  there  (1623),  and  they 
suffered  from  intense  cold  and  starvation.  Lord  Baltimore  (1627)  came 
to  Newfoundland  with  his  family,  expecting  to  make  a  home  for  himself 
in  a  paradise.  He  found  a  land  where  the  hard  winters  lasted  from  Octo- 
ber to  May,  both  land  and  sea  being  frozen,  and  proper  food  out  of  the 
question.  He  wrote  to  the  king,  asking  permission  to  take  his  colony  to 
Virginia,  but  before  the  answer  came  he  started.  In  1629,  October,  he 
reached  Virginia.  How  did  he  know  anything  about  Virginia?  Who  set- 
tled Virginia?  Now,  the  fathers  of  these  rich  merchants  were  friends  of 
the  king.  What  church  would  they  establish?  Episcopal  Church.  How 
would  they  be  apt  to  treat  these  colonists?  Very  coolly.  What  was  the 
only  thing  left  for  them  to  do?  Sail  back  to  England.  What  did  he  do 
the  short  time  he  was  in  Virginia?  Look  about  for  some  land  not  inhab- 
ited by  white  men.  What  would  he  do  when  he  reached  England?  Ask 
the  king  for  that  land.  The  king  gave  it  to  him,  but  before  the  seal  was 
placed  upon  the  grant  George  Calvert  died.  To  whom  would  his  estate 
go?  To  his  son.  Cecilius  Calvert  took  charge  of  his  father's  affairs.  He 
also  wished  to  help  the  Catholics.  What  should  you  like  to  learn  next 
time? 

PROBLEM  :     How  Cecilius  Calvert  helped  the  Catholics. 

MARYLAND. 
I.     Lords  Baltimore — The  Calverts. 

1.  Conditions  in  England. 

I2  King  James  on  throne. 

22  Catholics  persecuted. 

3-  George  Calvert's  desire  to  help  them. 

42  Appeal  to  king  for  grant  of  land. 

2.  Experiences  in  Newfoundland  (1623). 

I2  Grant  given  by  King  Charles  I.     Colony  sent  over. 


LESSON  PLANS  IN  FOURTH  GRADE  HISTORY.  121 

22  Climate  too  cold. 

32  Much  suffering — Many  deaths. 

42  Arrival  of  George  Calvert  and  family  (1627). 

I3  Letter  to  king-. 
:>2  Decision  to  leave  Newfoundland. 

3.  Experiences  in  Virginia. 

I2  Sailed  to  Virginia  from  Newfoundland. 

22  Treated  unkindly.     Looked  upon  with  suspicion. 

32  No  Catholics  wanted  there.  Virginians  belonged  to  Episco- 
pal Church. 

42  Land  in  Virginia  not  occupied  by  white  people  seen  by 
George  Calvert. 

4.  Return  to  England. 

I2  Asked  king  for  this  land. 

22  Grant  given. 

32  Calvert's  death  before  seal  was  affixed. 

42  Succeeded  by  son — Cecilius. 

ASSIGNMENT:  Why  did  the  Catholics  desire  to  leave  England?  Tell 
of  their  experiences  in  Newfoundland.  Tell  of  their  experiences  in  Vir- 
ginia. Trace  route  from  England  to  Virginia.  Why  was  Cecilius  Calvert 
anxious  to  help  the  Catholics? 

Lesson  II. 

INTRODUCTION:     What  is  our  problem  today? 

PROBLEM  n.     To  find  out  how  Cecilius  Calvert  helped  the  Catholics. 

METHOD  OF  PROCEDURE:  How  was  it  Cecilius  Caivert  had  charge  of 
his  father's  affairs?  Wliat  had  the  king  given  George  Calvert?  Grant  of 
land  in  America.  Why  were  these  people  anxious  to  leave  England?  To 
escape  persecution.  Could  Cecilius  Calvert  leave  England  right  after  his 
father's  death?  What  then  could  he  do  to  help  the  Catholics?  Get  some- 
one to  come  in  his  place.  Get  the  king  to  place  the  seal  on  grant. 

That  is  just  what  he  did.  He  sent  to  the  new  king,  Charles  I,  and  asked 
for  the  grant.  He  secured  it,  promising  to  pay  the  king  two  Indian  arrows 
every  year,  and  to  send  one-fifth  of  all  thte  gold  and  silver  he  found.  Hav- 
ing done  this,  he  sent  his  brother,  Leonard,  in  November,  1633,  with  the 
colony.  They  came  in  two  ships,  the  Ark  and  the  Dove,  with  twenty  gen- 
tlemen, three  hundred  men  as  laborers,  and  two  priests. 

What  ocean  must  they  cross?  What  dangers  must  they  encounter? 
Storms.  When  they  had  been  out  only  a  few  days  a  terrific  storm  arose, 
and  the  Dove  was  disabled.  The  Ark,  even  though  it  saw  her  signals  of 
distress  (two  lights  on  the  masthead),  could  give  her  no  aid  because  of  the 
rough  sea,  and  did  not  hear  from  her  for  six  weeks  afterward.  The  Ark 
encountered  storm  after  storm,  but  finally  reached  the  Canary  Islands; 
then  sailed  westward.  The  Dove  overtook  her  at  West  Indies.  They 
sailed  on  and  on  until  they  came  to  Chesapeake  Bay.  They  rested  at  Point 
Comfort  for  a  few  days;  then  sailed  up  the  Potomac  River  to  a  little  island 
called  St.  Clement's  Island,  where  they  landed  March  25,  1634.  This 
island  they  found  too  small  for  a  permanent  settlement,  so  what  do  you 


1.22  WESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

think  they  did?  Searched  for  a  larger  island.  Should  you  like  to  hear 
about  their  adventures  during  their  search?  Let  us  make  our  outline  for 
today's  lesson. 

5.  Aid  given  by  Cecilius  Calvert. 

I2  Could  not  leave  England  at  this  time. 

2-  Secured  father's  grant  from  king. 

3-  Promised  king  (two  arrows,  one-fifth  gold  and  silver  each 

year). 

4-  Sent  brother,  Leonard,  with  company. 

6.  Voyage. 

I2  Secured  two  vessels — Ark  and  Dove. 

2-  Sent  three  hundred  laborers,  two  priests  and  twenty  gentle- 
men. 

32  Encountered  many  storms. 

I3  Dove  disabled.     Returned  to  England. 

42  Ark  reached  Canaries  (Islands). 

5-  Sailed  westward  for  New  World. 
62  Overtaken  by  Dove  at  West  Indies. 
72  Rested  at  Old  Point  Comfort. 

82  Sailed  up  Potomac  River. 

92  Landed   at   St.   Clement's   Island,   now   Blackiston's   Island. 

Too  small. 
102  Decided  to  search  for  new  settlement. 

ASSIGNMENT:  Imagine  you  were  on  the  Dove.  Tell  of  your  expe- 
riences. Tell  about  the  little  island.  Trace  the  voyage. 

Lesson  III. 

PROBLEM  in.  To  learn  of  the  colonists'  adventures  during  the  search 
for  a  larger  place. 

METHOD  OF  PROCEDURE:  Why  were  the  colonists  compelled  to  move? 
Where  did  they  live  while  on  the  little  island?  Yes,  some  of  the  women 
left  the  larger  boat  in  a  little  boat  to  do  some  washing,  and  in  leaning  over 
the  side  of  the  boat  upset  the  boat  and  came  nearly  being  drowned.  How 
would  they  go  to  hunt  their  new^iome?  In  a  boat.  Yes,  they  sailed  into 
St.  Mary's  River  until  they  reached  an  Indian  settlement.  The  Indians 
were  greatly  astonished  at  the  size  of  the  ship.  They  thought  it  was  made 
like  their  canoes,  and  was  simply  the  trunk  of  a  tree  hollowed  out.  They 
wondered  where  the  English  could  have  gotten  a  tree  large  enough  to  make 
such  a  large  boat.  The  Indians  treated  the  white  people  very  kindly.  They 
gave  Father  White  their  largest  wigwam  for  a  church.  This  was  the  first 
English  Catholic  Church  in  America.  Leonard  Calvert  bought  this  land  from 
the  Indians — the  Piscataway  tribe,  paying  for  it.  How  do  you  suppose  thev 
paid  for  it? 

\Yith  hatchets,  hoes,  knives,  cloth,  axes.  This  was  fair  payment  for  it.  for 
the  Indians  had  only  to  go  a  little  distance  to  get  all  the  land  they  wanted. 
while  the  steel  axes  and  knives  they  received  were  so  much  better  than 
those  they  made  of  stone.  The  Indians  considered  themselves  very  rich  in- 
deed. 


WESSON  PLANS  IN  FOURTH  GRADE  HISTORY.  123 

Buying  this  land  showed  that  the  colonists  wished  to  treat  the  Indians 
how?  Fairly.  Yes,  Leonard  Calvert  paid  them  for  the  land,  and  also  for 
the  food;  nor  would  he  allow  the  natives  to  be  ill-treated  by  the  settlers. 
What  was  the  effect  of  this  treatment?  Indians  were  always  friendly,  and 
here  were  no  bloody  wars  in  Maryland  between  the  Indians  and  the  white 
men  such  as  were  fought  in  some  of  the  colonies. 

The  colonists  were  taught  many  things  by  the  Indians.  What  might 
they  have  taught  them  ?  To  hunt  in  the  forest  and  to  find  the  places  where 
the  best  fish  might  be  caught.  What  might  the  Indian  women  have  taught 
the  white  women?  To  make  hominy,  and  to  bake  johnny  cake  before  an 
open  fire.  Now  that  this  settlement  was  fairly  started,  they  decided  to 
name  it.  They  named  it  Maryland  in  honor  of  the  queen,  and  called  the 
river  and  the  town  St.  Mary's,  because  they  landed  on  a  day  sacred  to  the 
Virgin  Mary.  This  was  an  humble  little  village.  What  kind  of  homes 
were  here  ?  Yes,  about  thirty  or  forty  log  huts  and  wigwams  in  the  woods. 
Should  you  like  to  learn  more  about  this  humble  village  and  the  relations 
between  the  Indians  and  the  white  people? 

7.  Search  for  a  new  location. 

I2  Sailed  up  St.  Mary's  River. 
22  Reached  an  Indian  Settlement. 

8.  Land  secured  for  settlement. 

I2  Bought  land  from  Indians. 

I3  Paid  for  it  with  hatchets,  knives,  hoes. 
22  Treated  Indians  very  kindly. 

I3   Paid  for  food  as  well  as  for  land. 
32  Indians  treated  white  people  kindly. 

I2  Gave  Father  White  a  large  wigwam  for  Church. 
22  Taught  men  to  hunt  and  fish. 

32  Taught     women     to     make     hominy     and     to     bake 
Johnny  cake. 

9.  Name  selected  for  settlement. 

I2  Humble  little  settlement  of  wigwams  and  huts. 
22  Named  Maryland  in  honor  of  the  queen. 
32  Named  St.  Mary's  in  honor  of  the  Virgin  Mary. 
ASSIGNMENT:    Would  you  call  Leonard  Calvert  a  good  leader?    Why? 
Tell  how  they  secured  the  land  from  the  Indians. 

If  you  were  an  Indian  would  you  be  satisfied  with  the  payment  you 
received  for  the  land?  Why? 

Lesson  IV. 

PROBLEM  IV.  To  learn  something  more  about  this  humble  little  vil- 
lage, and  the  relations  of  the  Indians  to  the  white  people. 

METHOD  OE  PROCEDURE:  Where  did  they  secure  this  village?  Bar- 
gain made  under  a  mulberry  tree.  Why  was  it  named  St.  Mary's?  Of 
what  did  it  consist?  Forty  log  huts  and  wigwams.  Would  you  like  to, 
know  about  these  huts?  They  were  oblong  huts  but  little  higher  than  a 


124  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

man.  The  only  opening  besides  the  door  was  a  hole  in  the  roof,  through 
which  the  smoke  of  the  fire  passed  out.  The  chief's  home  was  larger  and 
more  comfortable,  and  contained  beds  made  of  skins  stretched  on  sticks. 
When  John  Smith  and  his  men  started  out  to  hunt  for  something  to  eat 
for  the  Jamestown  colonists  and  surprised  the  colonists,  what  did  they  find 
they  had  prepared  for  the  meal?  Oysters.  This  was  the  first  time  the 
white  men  had  ever  seen  or  tasted  oysters.  These  Indians  in  Maryland 
liked  oysters  as  well  as  those  in  Virginia;  they  had  eaten  such  quantities 
of  them  that  the  shells  which  they  had  thrown  into  a  heap  had  formed 
mounds.  These  became  covered  with  earth  and  seeds,  which  sprouted 
after  falling  into  the  soil  had  covered  the  mound  with  grass  and  shrubs  and 
trees.  These  overgrown  hillocks  of  oyster  shells  are  called  "kitchen 
middens." 

For  what  purpose  was  Lord  Baltimore  seeking  this  settlement?  As  a 
home  for  the  Catholics.  Yes,  but  Lord  Baltimore  not  only  permitted  the 
Catholics  to  come,  but  also  invited  every  Christian  who  was  persecuted  to 
come  and  worship  God  as  they  pleased.  He  felt  it  was  wrong  for  the 
Catholics  and  Protestants  to  dislike  each  other.  They  wanted  to  make 
Maryland  a  place  where  all  men  might  live  in  happy  peace  and  quiet,  no 
matter  what  their  religion  might  be.  What  does  this  tell  you  about  Lord 
Baltimore  as  a  man?  That  he  was  noble  by  nature  as  well  as  by  name. 
Yes,  and  the  Piscataway  Indians  repaid  him  for  treating  tlum  kindly,  for 
they  were  very  generous  to  the  whites,  but  they  themselves  had  emmeis. 
The  Susquehannoughs,  who  lived  to  the  north  of  them  along  the  Susque- 
hannough  River,  were  very  fierce  and  cruel.  They  did  nothing  but  hunt 
and  go  to  war.  They  would  attack  the  peaceful  tribes  who  were  the 
friends  of  the  Indians.  What  would  Lord  Baltimore  do  then?  Try  to 
protect  these  friends. 

Besides  catching  oysters  for  food  these  Indians  were  also  farmers. 
How  do  you  suppose  they  dug  up  the  earth  ?  Instead  of  having  plows  and 
harrows  drawn  by  horses,  they  dug  up  the  earth  with  rude  hoes  made  of 
stone  or  hard  wood.  Were  their  farms  very  large?  What  kind  of  soil 
could  they  dig?  Rich,  soft  soil.  When  they  saw  the  hoes  the  English  had 
what  were  they  anxious  to  do?  Get  those.  They  soon  bought  iron  hoes 
from  the  Englishmen.  They  grew  corn,  beans  and  tobacco  on  their  farms. 
How  could  he  protect  them  if  he  did  not  wish  to  fight?  Make  treaties  with 
them.  The  Susquehannoughs  kept  on  attacking  the  peaceful  Indians  until 
a  plague  of  smallpox  broke  out  among  them,  and  hundreds  were  killed  by 
it.  The  Senecas  then  routed  them  and  drove  them  into  Virginia.  While 
on  the  warpath  the  Senecas  damaged  the  plantations  of  the  whites  and  mur- 
dered many  settlers.  Whom  would  vou  blame  for  this?  Ye-,  the  English 
blamed  the  Susquehannoughs,  and  following  them,  surrounded  them  in  an 
old  fort  where  they  had  taken  refuse.  They  declared  they  were  innocent, 
and  showed  the  English  a  silver  medal  and  some  papers  given  them  bv  Gov- 
ernor Calvert  as  a  safe  conduct.  In  spite  of  this,  some  of  their  chiefs  were 
killed  and  the  remainder  scalped  in  the  night.  In  their  flight  they  murdered 
many  settlers.  The  Virginians  then  pursued  them,  and  almost  destroyed  the 


LESSON  PLANS  IN  FOURTH  GRADE  HISTORY.  125 

tribe.  The  few  that  remained  returned  to  their  old  home  on  the  Susque- 
hannough  River  and  submitted  to  their  Indian  enemies.  There  was  a  tribe 
of  Indians  on  the  Eastern  Shore,  but  even  though  they  were  unfriendly  to 
the  Susquehannoughs,  they  did  not  trouble  them  much  because  the  Chesa- 
pake  Bay  separated  them.  The  Indians  were  not  the  only  people  who 
caused  Lord  Baltimore  trouble.  Would  you  like  to  hear  about  them  next 
time? 

10.  Kind  of  settlement. 

I2  Houses — forty  log  huts  and  wigwams. 
I3  Oblong  in  shape  and  very  low. 
23  Chiefs'  homes  more  comfortable. 

2  Kitchen  Middens. 

I2  Indians  very  fond  of  oysters. 

22  Shells  thrown  into  mounds. 

32  Mounds  covered  with  grass,  shrubs  and  trees. 

3  Land. 

12  Cultivated  by  Indians. 

22  Land  dug  up  by  stone  hoes. 

32  Beans,  corn  and  tobacco  raised  there. 
Purpose  of  settlement. 

I2  Refuge  for  Catholics. 
22  All  Christians  invited. 
32  Wished  Maryland  to  be  a  place  where  all  men  might  live  in 

peace. 

12.  Trouble  of  colonists. 
I2  With  Indians. 

13  Piscataways  very  friendly. 

23  Susquehannoughs  very  hostile. 

33  Piscataways  attacked. 

43  Colonists  protected  Piscataways. 
53  Senaca  attacked. 

I4  By   Susquehannoughs. 
24  Some  white  people  killed. 
34  Colonists  attacked  Susquehannoughs. 
44  Killed  chiefs;  drove  rest  away. 

ASSIGNMENT:  Tell  about  the  huts  bought  from  the  Indians.  Tell 
about  the  "Kitchen  Middens."  For  what  purpose  was  Maryland  founded? 
How  did  the  Susquehannoughs  cause  the  colonists  trouble?  Compare  our 
mode  of  preparing  the  soil  with  that  of  the  Piscataways. 

Lesson  V. 

PROBLEM  v.  To  learn  of  Lord  Baltimore's  troubles  with  other  people 
besides  the  Indians. 

METHOD  OF  PROCEDURE  :  How  did  the  Indians  really  cause  the  colon- 
ists trouble?  Why  did  they  not  attack  the  colonists?  For  what  purpose 
was  Maryland  founded?  What  did  his  enemies  say  would  happen  to 
others  besides  the  Catholics?  They  would  be  persecuted.  Do  you  re- 


126  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

member  when  King  James  gave  the  grant  of  land  to  the  colonists?  He 
afterward  took  away  part  of  it,  and  this  is  what  he  gave  to  Lord  Baltimore. 
Now,  William  Claiborne,  a  Virginian,  had  established  a  trading  post  on  a 
little  island,  Kent  Island,  in  the  Chesapeake  Bay.  What  did  he  trade? 
Furs.  With  whom?  Indians.  When  Maryland  was  finally  established 
Lord  Baltimore  wrote  to  Claiborne,  and  told  him  that  he  was  on  Maryland 
soil;  therefore  he  must  take  out  a  Maryland  license.  What  reply  did  Clai- 
borrte  give?  Would  not  do  it.  Did  not  like  Lord  Baltimore's  colony  be- 
cause it  was  Catholic,  so  was  glad  of  an  excuse  to  cause  trouble. 

Lord  Baltimore  then  sent  Claiborne  notice  to  leave.  This  he  refused  .to 
do.  What  would  Lord  Baltimore  now  do?  Try  to  make  him  leave. 
How?  By  sending  a  boat  to  attack  him.  What  would  Claiborne  do? 
Fit  out  a  boat  to  attack  Lord  Baltimore.  This  is  what  happened.  Clai- 
borne armed  a  small  boat,  the  Cockatrice,  and  sent  it  out  to  hunt  for  Lord 
Baltimore's  vessels.  Governor  Calvert  sent  out  two  vessels,  the  St.  Helen 
and  St.  Margaret.  These  two  boats  set  out  to  hunt  the  Cockatrice.  Where 
did  they  expect  to  find  it?  In  Chesapeake  Bay.  After  awhile  they  met, 
two  boats  against  one.  Which  won?  Yes,  the  St.  Helen  and  St.  Mar- 
garet defeated  the  Cockatrice.  What  must  Claiborne  do?  Give  up  his 
claim  to  Kent  Island.  He  went  farther  up  the  bay  and  bought  an  island 
from  the  Indians.  This  was  really  a  part  of  Lord  Baltimore's  colony,  but 
Claiborne  did  not  know  it.  Soon  after  this  John  Boteler  and  Thomas 
Smith  went  to  Kent  Island  and  tried  to  make  trouble,  but  Governor  Calvert 
sent  an  army  after  them  and  made  them  prisoners.  Boteler  was  pardoned, 
and  remained  faithful  to  Lord  Baltimore  from  that  time.  How  did  this 
trouble  hinder  the  growth  of  the  colony?  Instead  of  spending  time  build- 
ing homes  and  raising  crops,  they  had  to  try  to  subdue  their  enemies.  Do 
you  think  Claiborne  was  willing  to  give  up  his  fight?  No.  he  was  not,  and 
even  though  he  lived  to  be  eighty  years  old  he  spent  the  greater  part  of 
that  time  trying  to  make  trouble  for  the  colonists. 

Just  about  this  time  war  broke  out  in  England,  and  the  king  was  be- 
headed. This  left  Parliament  in  power.  Would  this  make  any  difference 
in  Lord  Baltimore's  colony?  Yes,  for  Lord  Baltimore  had  lost  his  friend, 
the  king.  What  do  you  suppose  Claiborne  would  try  to  do?  Get  Parlia- 
ment to  take  away  the  charter.  That  is  exactly  what  happened.  Clai- 
borne took  charge  and  established  the  Church  of  England.  He  said  no 
Catholic  should  worship  in  Maryland.  He  had  charge  only  a  short  time, 
when  Oliver  Cromwell,  a  friend  of  Lord  Baltimore's,  took  charge  of  affairs 
in  England.  What  do  you  think  Cromwell  would  do?  Give  Lord  Balti- 
more his  rights.  What  would  he  do  about  the  religion?  Let  the  Catholics 
worship.  After  this  Claiborne  gave  up  trying  to  trouble  Maryland. 
Another  trouble  now  arose.  Maryland's  neighbor  on  the  north  began  trou- 
bling her.  but  we  must  let  that  wait  until  next'  time. 
22  With  Claiborne. 

P  Established  trading  post  on  Kent  Island. 
23  Kent  Island  claimed  by  Maryland. 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  127 

33  Claiborne  refused  to  take  out  a  Maryland  license. 
43  \A/ar  followed.     Claiborne  defeated. 
53  Claiborne  made  trouble  several  other  times. 
ASSIGNMENT:     Tell  about   Claiborne's  trading  post  on  Kent   Island. 
Locate  Kent  Island.     Tell  about  the  war.     What  right  had  Virginia  to 
claim  Kent  Island?    What  right  had  Maryland?    What  was  the  result  of  the 
war? 

Lesson  VI. 

PROBLEM  VI:  To  learn  about  Maryland's  trouble  with  her  neighbors 
on  the  north. 

METHOD  OF  PROCEDURE:  Maryland  had  just  settled  her  troubles  with 
whom?  Claiborne.  Where  did  Claiborne  live?  Now  today  we  are  to 
find  out  about  Maryland's  trouble  with  her  neighbor  on  the  north  (map)., 
King  Charles  II  gave  William  Penn  this  grant  of  land.  Maryland  claimed 
part  of  it.  (Maryland  claimed  territory  to  40  degrees  N.  This  took  in 
Philadelphia).  What  happened?  They  quarreled.  What  was  a  good 
way  to  settle  this  dispute?  To  have  the  land  surveyed.  To  draw  a  boun- 
dary line.  Where  would  they  send  for  surveyors?  To  England.  Yes, 
they  sent  out  surveyors  several  times.  What  troubles  would  surveyors 
have?  Indians  and  rough  country.  This  went  on  for  fifty  years,  until 
finally  they  sent  out  two  men,  Mason  and  Dixon,  who  were  to  establish  a 
boundary  line  that  would  be  satisfactory  to  both  colonies.  As  they  sur- 
veyed how  would  they  mark  the  boundary  line?  With  posts  or  stones. 
How  far  apart  would  these  stones  be?  A  mile.  Yes,  but  sometimes  in 
this  rough  country  they  had  to  put  them  five  miles  apart.  On  one  side  of 
these  five-mile  stones  they  cut  the  coat-of-arms  of  William  Penn.  On  the 
other  side  Lord  Baltimore's.  On  which  side  did  they  cut  Penn's?  These 
two  men  worked  side  by  side,  and  ran  the  line  west  250  miles,  but  were 
stopped  by  the  Indians.  They  were  afraid  of  the  surveyors'  instruments. 
This  deferred  the  work,  but  later  on  it  was  finished. 

Now  that  Maryland's  troubles  with  the  Indians,  Claiborne  and  Penn 
were  over,  what  would  you  expect  it  to  do?  Prosper.  If  they  were  pros- 
pering what  would  happen?  Towns  would  be  built  and  grow.  What 
should  be  our  problem  next  time?  To  learn  something1  of  the  growth  of 
the  towns  of  Maryland. 

32  With  Pennsylvania. 

I3  Grant  of  land  given  William  Penn  by  Charles  II. 
23  Maryland  claimed  part  of  land. 
33  Dispute  arose. 
43  English  surveyors  sent  out. 
53  Country  wild.     Savages  troublesome. 
63  Dispute  lasted  fifty  years. 
73  Mason  and  Dixon  sent. 
83  Boundary  line  established  250  miles. 
I4  Called  Mason  and  Dixon  Line. 
24  Posts  set  up  every  five  miles. 
34  Coats-of-arms  on  posts. 


128  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

44  Work  stopped  by  Indians. 
54  Completed  later  on. 
64  Colony  prospered. 

ASSIGNMENT:  What  caused  the  trouble  between  Maryland  and  Penn- 
vania?  Imagine  yourself  a  surveyor;  write  of  the  difficulties  you  had 
while  surveying  the  boundary  line.  What  was  the  result  of  settling  this 
dispute?  On  a  base  map  show  Mason  and  Dixon's  Line. 

Lesson  VII. 

PROBLEM  vn :  To  learn  something  of  the  growth  of  the  towns  of 
Maryland. 

METHOD  OF  PROCEDURE:  About  the  time,  1649,  Claiborne  was  giving 
Maryland  so  much  trouble  a  company  of  Puritans  from  Virginia  came  over 
and  made  a  settlement  on  Maryland  soil.  Why  do  you  suppose  they  came? 
Ill-treated  in  Virginia  because  of  their  religion. 

They  called  their  settlement  "Providence."  Later  on  its  name  was 
changed  to  Annapolis.  It  grew  to  be  a  flourishing  town,  and  now  what 
buildings  are  found  there?  State  House  and  Naval  Academy. 

It  is  situated  on  the  water.  What  do  its  people  do?  Go  oystering.  fish- 
ing and  crabbing.  Yes,  Annapolis  is  one  of  the  best  oyster  packing  towns 
in  Maryland.  Annapolis  is  also  important  in  history.  About  two  hundred 
years  ago  England  needed  money.  The  nun  in  Kngland  would  pay  no  more 
taxes.  Where  would  England  try  to  get  money?  From  her  English  colon- 
ists in  America.  How  did  they  feel  about  this?  Very  angry.  What  do 
you  suppose  they  did?  Refused  to  pay. 

Then  England  decided  to  tax  them.  She  put  a  tax  on  the  articles  she 
sent  the  colonists.  Paints,  paper,  glass,  tea.  What  might  they  do?  Re- 
fuse to  pay  them.  England  then  took  off  all  taxe>  except  that  on  tea.  and 
sent  a  cargo  of  tea  on  board  the  Peggy  Stewart.  It  landed  at  Annapolis. 
The  colonists  refused  to  pay  the  tax,  so  the  owner,  Anthony  Stewart,  paid 
it.  How  do  you  suppose  this  made  the  people  of  Annapolis  feel  when  one 
of  their  own  people  paid  the  tax?  They  became  so  incensed  that  they  went 
to  Mr.  Stewart's  home,  saying  they  would  tar  and  feather  him.  Would 
this  be  a  good  way  to  settle  the  difficulty?  No,  a  quieter  way  would  be 
better.  Some  gentlemen  advised  that  he  be  made  to  sign  a  paper  saying 
he  had  insulted  the  colonists.  Did  this  get  rid  of  the  tea?  No,  one  of  the 
men  told  Stewart  if  he  did  not  burn  the  tea  they  would  hang  him  before 
his  own  door.  What  would  you  have  done?  Burned  it.  That  is  what  he 
did.  The  people  in  the  town  watched  it  burn.  As  they  saw  it  burning  they 
took  off  their  hats  and  cheered.  This  was  "Maryland's  Tea  Party."  What 
was  our  problem  for  today?  "The  Towns  of  Maryland."  How  many 
have  we  taken  up?  One.  What  might  we  do  tomorrow?  Discuss  another 
town. 

13.  Towns  of  Maryland. 
I2  Annapolis. 

I3  First  called  Providence. 

23  Settled  by  Puritans  from  Virginia. 

33  Cause  of  settlement. 


LESSON    PLANS    IN    FOURTH    GRADE;    HISTORY. 


129 


43  Name  changed  to  Annapolis. 

53  Buildings. 

6:!  Occupations  of  people. 

7a  Important  event. 

I4  Burning  of  Peggy  Stewart. 

I5  England  needed  money. 
2°  England  taxed  colonies. 
3°  Colonists  would  not  pay. 
45  Tax  put  upon  tea,  paint,  paper  and  glass. 
55  Colonists  would  not  use  these  articles. 
65  Taxes  taken  off  all  but  tea. 
75  Cargo  of  tea  brought  over  on  Peggy  Stewart. 
85  Colonists  would  not  accept  it. 
95  Peggy  Stewart  burned. 
ASSIGNMENT:     Tell   about  the  growth   of  Annapolis.     Did  Anthony 
Stewart  do  right  when  he  burned  the  boat?     Why?     Why  did  England 
put  a  tax  on  paper,  glass,  tea  and  paint?     Were  the  colonists  right  in  not 
paying  it? 

Lesson  VIII. 

PROBLEM  vin.     To    learn  about  another  town  in  Maryland. 
METHOD   OF    PROCEDURE:     What    town    of    Maryland   have    we    just 
studied?     Annapolis.     Who  settled  it,  and  why?     What  else  did  we  learn 
about  it  besides  its  settlement?     Did  you  agree  with  the  way  in  which  the 
colonists  acted  about  the  tea? 

What  are  we  to  learn  today?  About  another  town  in  Maryland. 
Yes,  and  it  is  to  be  our  own  town,  Baltimore.  What  do  you  think  we 
should  learn  first  about  it?  Its  settlement.  About  seventy-five  years  after 
Annapolis  was  settled  some  planters  who  lived  along  the  Patapsco  River 
found  they  were  raising  more  than  they  needed.  What  were  they  raising? 
Tobacco,  corn  and  vegetables.  What  would  they  want  to  do  with  this? 
Sell  it.  How  could  they  do  this?  Send  it  away.  How  could  they  send 
it  ?  By  boat.  Then  what  would  they  need  ?  A  convenient  place  for  these 
boats  to  land  so  that  they  might  unload  and  load.  They  bought  sixty  acres 
of  land  for  forty  shillings  an  acre,  and  after  surveying  the  land,  named  it 
Baltimore.  After  whom  was  it  named?  Lord  Baltimore. 

At  first  this  town  grew  very  slowly.  It  started  with  fourteen  people, 
and  at  end  of  twenty  years  it  had  only  twenty  houses  and  one  hundred 
inhabitants.  It  then  began  to  grow  faster,  and  is  now  the  largest  town  in 
the  State.  Now  that  you  have  found  it  prospered,  what  would  you  have 
liked  to  learn  further  about  it?  If  it  had  trouble  with  any  other  town.  It 
did  have  trouble,  and  I  wonder  if  you  can  tell  me  with  whom?  England. 
This  trouble  was  not  caused  by  taxes,  like  the  trouble  at  Annapolis.  Eng- 
land was  at  war  with  France,  and  needed  men  to  fight  for  her.  She  sent 
ships  out  on  the  ocean  (what  ocean?)  to  stop  ships  coming1,  from  United 
States.  They  took  men  off  these  ships  and  carried  them  to  England  to 
fight  for  them.  How  do  you  think  this  made  United  States  feel?  What 


130  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

could  they  do?  Send  ships  out  after  these  English  ships.  Yes,  a  number 
of  these  ships  sailed  from  Baltimore.  How  would  this  make  England  feel 
about  Baltimore?  Dislike  her.  What  would  they  decide  to  do?  Cap- 
ture Baltimore.  How  would  they  try  to  reach  Baltimore?  By  water. 
Yes,  but  they  also  tried  to  reach  it  by  land.  Seventy  English  ships  an- 
chored off  North  Point  on  Sunday,  September  11,  and  early  next  morning 
landed  9,000  men  under  General  Ross.  These  troops  started  to  march  to 
Baltimore,  but  were  met  at  North  Point  by  American  troops  and  General 
Ross  was  killed.  After  his  death  the  English  went  back  to  their  ships. 
While  these  men  were  trying  to  reach  Baltimore  by  land  an  English  fleet 
was  trying  to  reach  it  by  water.  Our  channel  is  very  .-hallow.  How  would 
this  help  Baltimore?  Keep  the  ships  away.  Yes,  they  could  not  get  with- 
in two  miles  of  Fort  Me  Henry,  and  for  twenty-four  hours  they  hurled 
shots  and  shells  at  Fort  McHenry.  The  ships  were  too  far  away  to  dam- 
age the  fort,  and  also  for  the  fort  to  damage  the  ships. 

During  the  Star-Spangled  Banner  celebration,  1<>14,  why  did  they  have 
a  flag  made  of  school  children  at  Fort  McHenry?  Francis  Scott  Ke\ 
wrote  the  song  while  on  a  ship  that  was  bombarding  Port  Mel  I  airy. 

Key  went  on  board  of  one  of  the  British  ships  to  ask  for  the  exchange 
of  an  American  soldier.     The  British  would  not  let  him  leave  during  the 
bombardment,  and  while  detained  there  he  wrote  the  Star-Spangled  Banner 
on  the  back  of  an  old  envelope. 
2-  Baltimore. 

13  Named  in  honor  of  Lord  Baltimore. 

23  Settled  by  planters  along  1'atapsco  River. 

33  Cause  of  settlement. 

14  Planters  needed  good  harbor  to  load  and  unload 

cargoes. 

41  Value  of  land,  40  shillings  an  acu-.     Sixty  acres. 
53  Growth  of  town. 

14  At  first  very  slow. 

24  At  end  of  20  years,  20  houses,  100  inhabitants. 

34  Now  largest  city  in  Maryland. 
63  Occupation  of  people. 

14  Long  ago — Farmers  and  planters. 

24  Now — Manufacturing  and  oystering. 

15  Battle  of  North  Point. 
73  Important  events. 

I4  Battle  of  North  Point. 

15  England  at  war  with  France. 
25  Needed  men. 

35  Tried  to  take  men  off  boats. 
45  Privateers  from  Baltimore  sent  to  stop  them. 
5r>  England  disliked  Baltimore.     Tried  to  capture  it. 
65  Landed  at  North  Point. 
75  General  Ross  Killed. 
24  Bombardment  of  Fort  McHenry. 


LESSON  PLANS  IN  FOURTH  GRADE  HISTORY.  131 

I5  English  tried  to  reach  Baltimore  by  water. 

25  Channel  very  narrow. 

35  Boats   compelled   to   anchor   off   Fort   McHenry, 

two  miles  away. 

45  Fired  upon  fort  for  twenty-four  hours. 
55  Star-Spangled  Banner  written. 
1G  Key  on  board  British  ship. 
26  Wrote  song  on  back  of  envelope,  1814. 
ASSIGNMENT:     Write   about   Baltimore,   using  the   following-  outline: 
1.   Settled  by  whom?     2.  Cause  of  settlement.     3.  Value  of  land.     4. 
Growth  of  town. 

Tell  what  you  can  about  the  circumstances  under  which  the  Star-span- 
gled Banned  was  written. 

Lesson    IX. 

PROBLEM  ix.  To  find  out  from  our  knowledge  of  the  history  of 
Maryland  in  what  ways  the  Calverts  showed  their  ability  as  leaders. 

METHOD  OF  PBOCEDURE:  What  is  a  leader?  In  a  school  game  why 
do  you  let  a  certain  boy  lead  the  game?  Who  are  leaders  in  a  community? 
Then  who  would  be  a  leader  in  a  state?  What  makes  them  leaders?  (1) 
Earnest  in  purpose,  strong  in  faith.  (2)  Courageous  in  facing  difficulties. 
(3)  Commanding — making  others  obey.  (4)  Kind,  generous,  thoughtful 
of  others.  (5)  Good  thinkers,  ability  to  see  clearly.  (6)  Gaining  respect 
of  associates.  (7)  Adventurous  spirit. 

In  what  ways  did  the  Calverts  show  kindness  and  thoughtfulness  of 
others?  In  wishing  to  find  a  peaceful  home  for  the  oppressed  Catholics. 
In  not  remaining  in  Newfoundland,  where  it  was  too  cold.  In  buying  land 
from  the  Indians.  In  not  remaining  in  Virginia,  where  Church  of  England 
was  favored.  In  what  ways  did  they  show  courage?  In  facing  difficul- 
ties in  America,  when  they  might  have  been  living  a  life  of  ease  in  England, 
or  on  their  estate,  "Baltimore,"  in  Ireland.  Leaving  life  of  wealth  for  dan- 
gers in  New  World. 

In  what  ways  did  they  show  ability  to  command  others,  or  to  gain  con- 
fidence of  others?  A  group  of  three  hundred  people  willing,  to  try  again 
after  the  disaster  in  Newfoundland.  Ability  to  make  good  bargain  with 
the  king.  Two  arrows  and  one-fifth  gold  and  silver.  Way  in  which  trou- 
ble was  settled  with  Pennsylvania.  Gaining  friendship  of  Indians  by  treat- 
ing them  kindly.  In  what  ways  is  respect  shown  their  memory  today? 

1.  Largest  city  in  Maryland  named  for  them.  2.  Maryland  flag.  Coat- 
of  arms  of  Crossland  and  Calvert  family.  3.  Maryland  seal.  4.  County  in 
state  named  for  them. 

Let  us  make  out  outline. 
14.  Calverts  as  leaders. 

I2  Characteristics  of  good  leaders. 
I3  Earnest  purpose. 
23  Not  afraid  of  danger. 
33  Make  people  obey  them. 
43  Kind  and  thoughtful. 
53  Able  to  settle  difficulties. 


132  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

2-  Showed  kindness  and   thoughtfulness. 

I3  In  helping  Catholics  in  England. 
23  In  leaving  Newfoundland. 
33  In  buying  land  from  Indians. 

3-  Showed  ability  to  command. 

I3  In  settling  trouble  with  Claiborne. 
1  '•'•  In  settling  trouble  with  Pennsylvania. 

4-  Showed  courage. 

!•"•  In  leaving  wealth  in  England  for  dangers  of  New  World. 

5-  Honor  paid  to  memory  today. 

1::   Largest  city  named  for  Baltimore. 

23  Maryland  flag  and  shield — coat-of-arms  of  hU   wife's 
and  his  family. 

MARYLAND  SEAL. 

After  the  trouble  with  Ingle  and  Claihorne  Lord  Baltimore  sent  over  a 
new  seal  to  replace  the  Great  Seal  (Silver)  taken  by  Ingle's  followers.  On 
one  side  was  Lord  Baltimore  on  horseback,  clad  in  full  armor  and  holding  a 
drawn  sword.  Around  the  edge  was  the  Latin  inscription,  meaning  Cecilius, 
Absolute  Lord  of  Maryland  and  Baron  of  Baltimore. 

On  the  other  side  were  engraved  the  arms  of  the  Calvert  and  Crossland 
families  (Alicia  Crossland  was  mother  of  George  Calvert)  supported  on 
one  side  by  a  fisherman,  and  on  the  other  by  a  ploughman,  and  resting  on  a 
scroll  bearing  the  inscription,  Fatti,  Maschu,  Parole  Femini — meaning 
"Deeds  are  males,  words  females,"  or  "Manly  deeds,  womanly  words." 

Several  new  seals  have  been  used,  but  the  old  one  has  now  been  in  use 
since  1876.  Ten  different  seals  have  been  used. 

MARYLAND  FLAG. 

During  the  battle  of  the  Severn  Governor  Stone  carried  a  Maryland 
flag.  This  flag  contained  all  of  the  colors  and  characteristic  design  of  tho 
Great  Seal.  It  was  adopted  as  the  legal  flag  of  the  State  by  the  General 
Assembly  of  1907,  and  was  ordered  displayed  from  the  State  House  during 
the  session  of  the  Assembly. 

PENNSYLVANIA:    WILLIAM   1'EXX. 

MODE  OF  ATTACK:  Why  did  the  Catholics  and  the  Pilgrims  leave  Eng- 
land? Because  of  religious  persecution.  There  was  another  company  of 
people  in  England,  the  Quakers.  These  people  tried  to  find  what  was  right 
by  consulting  their  own  hearts.  They  believed  in  showing  no  more  signs 
of  respect  to  one  man  than  to  another,  and  at  that  time  they  would  not  take 
off  their  hats  even  to  the  king  himself.  These  people  suffered  even  more 
because  of  their  religion  than  the  Catholics  and  Pilgrims  had,  yet  they  were  a 
brave  people.  They  would  go  anywhere,  and  speak  what  they  believed  to 
be  true  and  right,  even  though  they  knew  they  would  be  cast  into  prison  for 
it.  I  must  tell  you  how  they  came  to  be  called  Quakers.  Once  their  leader, 
George  Fox,  was  taken  before  a  judge  and  accused  of  breaking  the  law, 
because  he  had  been  preaching  in  the  streets.  He  bade  the  judge  to  "trem- 
ble  before  the  Lord."  Since  quake  and  tremble  mean  the  same,  the  Society 
of  Friends  came  to  be  called  "Quakers." 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  133 

The  Quakers  approved  of  dressing  very  plainly.  If  people  think  too 
much  of  their  clothes,  they  said  they  would  become  proud  and  envious. 
They  loved  to  remember  that  Abraham  and  Isaac  were  herdsmen ;  that  John 
the  Baptist  wore  a  rough  garment  of  camel's  hair ;  and,  greatest  of  all,  that 
the  Savior  was  born  in  a  manger  and  reared  in  a  carpenter's  home,  and 
choose  poor  workingmen  for  his  followers  and  friends. 

George  Fox,  the  founder,  studied  these  facts  from  the  Bible  while  at- 
tending his  master's  sheep.  He  was  a  poor  weaver's  son. 

These  Quakers  were  often  cruelly  whipped  and  thrown  into  dark 
prisons,  where  manj  died  because  of  the  bad  treatment  they  received.  What 
should  you  like  to  learn  about  these  people  ?  Who  helped  them  ? 

PUPIL'S  AIM  :  To  learn  from  whom  the  Quakers  secured  help  from 
the  persecution. 

METHOD  o?  PROCEDURE  :  What  should  you  have  done  had  you  been  a 
Quaker?  Tried  to  leave  England.  But  these  people  were  very  poor. 
What  was  necessary  if  they  wished  to  leave  England?  They  must  have  a 

I  place  to  go  and  a  way  of  going.  What  was  the  only  way  to  secure  a  place 
to  go?  Get  a  grant  of  land  in  America  from  the  king.  Would  he  be  likely 
to  give  these  poor  people  a  grant  of  land  in  America,  and  vessels  to  use  in 
going?  No.  How  might  he  be  persuaded  to  do  this?  If  a  friend  of  the 
king  should  ask  for  the  grant  perhaps  he  might  give  it.  There  was  a  rich 
young  Quaker,  William  Penn,  who  felt  very  sorry  for  these  people,  and 
wished  to  help  them.  He  had  not  always  been  a  quake  r.  Should  you  like 
to  know  how  he  became  one?  He  was  the  son  of  a  rich  admiral,  and  while 
attending  Oxford  University  in  1660  he  heard  George  Fox  preach.  Penn 
and  many  of  the  other  students  were  convinced  that  he  spoke  the  truth. 
From  that  time  on  Penn  refused  to  wear  the  student's  gown,  because  he 
said  it  showed  pride.  He  and  some  of  the  other  students  began  to  hold 
Quaker  meetings.  What  do  you  suppose  happened?  He  was  expelled 
from  the  University.  When  he  reached  home  how  did  his  father  feel  about 
this?  Very  angry.  He  tried  to  make  Penn  say  he  would  no  longer  be  a 
Quaker.  Penn  would  not  yield;  then  his  father  even  whipped  him,  but  it 
did  no  good.  Finally  he  turned  him  out  of  doors.  How  would  his  mother 
feel  about  this?  Very  sad.  What  would  she  do?  Persuade  her  husband 
to  let  him  come  home  again.  Admiral  Penn  then  decided  to  send  him  trav- 
eling through  Europe.  Why  ?  So  that  he  might  forget  about  the  Quakers. 
Even  though  he  traveled  for  several  years,  and  studied,  he  did  not  forget 
his  friends.  When  he  was  twenty-two  he  was  in  Ireland  looking  after  some 
business  for  his  father.  While  there  he  heard  George  Fox  preach  again. 
Soon  after  this  he  was  put  in  prison  for  being  one  of  a  crowd  of  people  who 
listened  to  Quaker  preaching. 

When  he  was  set  free  his  father  sent  for  him  to  come  home  imme- 
diately. Why?  To  tell  him  to  give  up  the  ways  of  the  Quakers.  William 
said  he  could  not  do  this.  Then  Admiral  Penn  told  him  that  if  he  would 
only  take  off  his  hat  before  King  Charles  II  and  Duke  of  York,  and  himself, 
he  would  forgive  everything  else.  William  would  not  yield.  What  hap: 
pened.  He  was  turned  out  of  doors  again.  How  might  his  mother  help 
him  now?  By  sending  him  money.  The  king,  Charles  II,  and  the  Duke  of 


134  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

York  were  also  kind  to  him  for  his  father's  sake.  Perm  was  put  in  prison 
many  times  for  writing  and  preaching  about  the  Quaker  religion.  At  last 
his  father,  finding  his  son  was  so  determined,  allowed  him  to  come  home, 
and  never  again  interfered  with  him  in  his  religious  bekf.  When  the  old 
admiral  was  dying  he  sent  for  his  friends.  Charles  II  and  Duke  of  York, 
asking  that  they  be  friends  to  William.  Both  promised,  and  kept  their 
word.  William  was  very  glad  of  this  when  it  came  time  for  him  to  ask 
for  help  for  the  Quakers.  Should  you  like  to  know  how  he  did  thi-: 

PENNSYLVANIA— \YI  LI. I  AM    1'KXN. 
I.     William  Penn. 

I1  Conditions  in  Kngland. 

I2  Quakers  badly  treated. 
21  Kind  of  people. 

I2  Tried  to  find  what  was  right  by  consulting  own  hearts. 

2-  Believed  in  respecting  all  alike. 

.V-   Spoke  what  they  believed  to  be  true  and  right. 

4-  Dressed  very  plainly. 

5-  George  Fox,  their  leader. 
31  William  Penn. 

I2  Son  of  Admiral  Penn. 

1-  1U  came  a  Quaker  while  at  <  )xf<>rd. 

3-  Expelled  for  refusing  to  wear  gown. 

4-  Sent  to  travel  in  Kurone. 

5-  Imprisoned  upnn  return  for  attending  Quaker  religious 

meeting. 

62  Expelled  again  from  home. 
7-  Called  home  by  father. 
82  Promise     given     Admiral    Penn     of    Charles     II    and 

Duke's  friendship  to  William. 

ASSIGNMENT:  Write  a  story  telling  how  the  Quakers  received  their 
name.  Tell  how  Admiral  Penn  tried  to  make  Penn  give  up  the  Quaker 
religion. 

Lesson  II. 

PUPIL'S  AIM  :  To  learn  how  William  Penn  helped  the  Quaker-;. 
METHOD  OF  PROCEDURE  :  After  Admiral  Penn's  death  who  took  charge 
of  his  affairs?  William  Penn.  Was  Penn  any  longer  in  danger  of  impris- 
onment? No.  King  and  Duke  of  York  had  promised  to  be  his  friends. 
The  admiral  had  been  a  faithful  friend  to  the  king.  He  had  also  loaned 
the  king  $80,000.  When  Penn  was  settling  up  the  estate  the  king  could 
not  pay  this  money.  How  do  you  suppose  Penn  was  willing  to  settle  the 
debt?  By  the  king  giving  him  a  grant  of  land  in  America.  Would  this  be 
an  easy  way  to  settle  the  debt?  Charles  II  was  very  glad  to  settle  the  debt 
so  easily,  so  he  gave  Penn  a  great  tract  of  land  north  of  Maryland  and  west 
of  the  Delaware  River.  (Use  map).  For  this  Penn  was  to  pay  to  the 
king  two  beaver  skins  each  year  and  one-fifth  of  the  gold  and  silver  found. 
This  tribute  was  duly  paid  by  the  Penn  family  for  ninety-nine  year- 
until  Pennsylvania  became  an  independent  state.  Penn  wished  to  call  it 


PLANS  IN  FOURTH  GRADE  HISTORY. 


135 


New  Wales,  because  Wales  is  a  mountainous  country,  and  he  had  heard 
that  there  were  mountains  beyond  the  Delaware  River.  Had  he  heard 
rightly?  Yes.  Appalachian  Mountains.  But  King  Charles  II  did  not 
like  this  name,  so  Penn  decided  to  name  it  Sylvania,  meaning  woods,  but  the 
king  when  he  signed  the  charter  put  "Penn"  before  Sylvania,  making  it 
Penn's  Woods.  Penn  was  annoyed  at  this.  Why?  Because  he  was  so 
modest.  But  the  king  declared  it  was  in  honor  of  Admiral  Penn's  faithful 
service.  The  king  did  not  think  it  worth  much.  He  did  not  know  that 
these  woods  would  one  day  be  of  greater  value  than  all  of  his  riches.  Can 
you  tell  something  useful  that  comes  from  these  mountains  of  Pennsylvania? 
Coal  and  iron.  When  Penn  received  his  grant  of  land  from  the  king  he 
found  that  he  had  no  seacoast.  What  do  you  suppose  he  did?  Tried 
to  secure  more  land.  Yes,  he  bought  (New  Jersey;  use  map)  from  Duke 
of  York.  New  Jersey  included  Delaware. 

How  did  Duke  of  York  secure  New  Jersey?  Took  it  away  from  the 
Dutch.  What  people  had  settled  there?  Swedes.  Just  as  soon  as  Perm 
had  settled  about  the  tract  of  land  he  sent  over  three  ships,  in  which  were 
a  number  of  people  who  were  anxious  to  settle  in  Pennsylvania.  One  ship 
was  driven  to  West  Indies  by  a  storm;  the  other  two  reached  the  Delaware 
River,  and  anchored  off  the  little  Swedish  town  of  Chester.  Here  they 
were  blocked  in  the  ice.  The  Swedes  did  all  they  could  for  the  comfort 
of  the  people,  but  many  were  unable  to  get  shelter,  so  they  dug  caves  in  the 
ground  or  built  earth  huts,  and  there  Penn  found  them  when  he  came  over 
in  the  following  autumn.  What  should  you  like  to  know  next?  What 
Penn  did  when  he  reached  America? 
41  Grant  of  land  given. 

I2  Penn  settled  up  his  father's  estate. 

2~  King  owed  Admiral  Penn  money — $80,000. 

3-  Could  not  pay. 

42  Penn  asked  for  a  grant  in  payment. 

52  King  glad  to  settle  debt. 

62  Location  of  grant. 

I3  North  of  Maryland  and  west  of  Delaware  River. 
7-  Tribute  to  be  paid. 

I3  Two  beaver  skins  and  one-fifth  of  gold  and  silver. 
82  Tract  named. 

I3  Penn's  wish — New  Wales.     Why? 
23  Objection  of  king. 
33  Called  Sylvania  by  Penn. 
43  Called  Pennsylvania  by  king. 
92  New  Jersey  bought  from  Duke  of  York. 
5.  First  people  sent. 

1-  Three  boat  loads. 

2-  One  driven  to  West  Indies. 
•   32  Other  two  reached  Chester. 

I3  Treated  kindly  by  Swedes. 

ASSIGNMENT:     Write  a  conversation  between  King  Charles  and  Penn, 
which  will  tell  how  Penn  secured  the  land,  or  how  the  debt  was  settled.     Tell 


136  LESSON    PLANS   IN    FOURTH    GRADE   HISTORY. 

how  Pennsylvania  received  its  name.     Imagine  you  were  one  of  the  settlers 
who  could  not  find  shelter  in  a  house  in  Chester,  and  tell  what  you  did. 

Lesson  III. 

PUPIL'S  AIM  :     To  find  out  what  Penn  did  when  he  reached  America. 

METHOD  OF  PROCEDURE  :  The  next  year  when  Penn  was  ready  to  start 
for  America  what  two  friends  would  he  wish  to  bid  good-bye.  The  Duke 
of  York  and  King  Charles  II.  The  king  was  fond  of  joking,  and  told  Penn 
that  he  never  expected  to  see  him  alive  again,  because  he  felt  sure  that  the^ 
Indians  would  be  glad  to  catch  such  a  good-looking  man  as  Penn  and  eat 
him. 

"But,  Friend  Charles,"  said  Penn,  "I  mean  to  buy  the  land  from  the  In- 
dians, so  that  they  will  keep  on  good  terms  with  me,  rather  than  eat  me." 
"But  their  land,"  exclaimed  the  king,  "Why,  is  not  all  of  America  mine 
Didn't  my  people  discover  it?  So  haven't  I  a  right  to  it?"  "Well,  Friend 
Charles,"  said  Penn,  "suppose  a  canoe  full  of  Indians  should  cross  the  sea 
and  discover  England,  would  that  make  it  theirs?  Would  you  give  up 
your  country  to  them?"  The  king  did  not  know  what  answer  to  make. 
This  was  a  new  way  of  looking  at  the  matter.  He  probably  said  to  himself : 
"Those  Quakers  are  a  strange  people;  they  seem  to  think  that  even  Ameri- 
can savages  have  rights  which  should  be  respected." 

Penn  then  bade  the  king  good-bye  and  sailed  for  America.  When  he 
reached  the  Swedish  settlement  the  people  came  to  meet  him  with  a  sod  in 
which  was  planted  a  green  twig.  This  was  to  show  that  he  owned  the  land 
and  all  that  grew  upon  it.  Next  they  presented  him  with  a  dish  full  of 
water.  This  showed  he  was  master  of  the  Mas  and  rivers.  Next  they 
gave  him  the  keys  of  the  fort.  This  showed  that  he  was  in  command  of  the 
army  and  had  full  power.  Why  did  they  do  all  this?  How  do  you  think 
Penn  accepted  it?  Very  modestly. 

Penn  then  sailed  farther  up  the  Delaware  River,  U>82,  and  selected  a 
spot  where  he  decided  to  build  a  city.  The  ship  in  which  Penn  had  come  had 
the  pretty  name  of  "Welcome,"  and  to  the  city  he  gave  the  name  of  Phila- 
delphia, which  means  "Brotherly  Love."  Why  did  he  give  such  a  name  to 
the  city?  He  hoped  that  all  of  his  people  would  live  and  act  like  brothers. 
What  was  the  first  thing  that  the  men  had  to  do  before  starting  a  city?  Cut 
down  trees  and  build  homes.  Penn  had  drawn  plans  of  his  city  before  leav- 
ing England,  and  the  streets  were  laid  off  so  straight  that  not  a  dollar  h;:s 
been  spent  since  in  straightening  them.  They  named  the>e  >treets  for  the 
trees  they  cut  down.  What  names  were  given?  Chestnut,  Cedar.  Spruce, 
Walnut,  Pine,  Locust.  These  names  are  still  found  there.  They  had  plan- 
ned that  each  home  might  be  in  the  center  of  a  lot,  so  that  it  might  have  a 
beautiful  lawn,  and  there  would  bj  less  danger  from  fire.  They  worked 
very  hard  building  homes,  but  winter  came  on  before  many  homes  were 
completed,  so  some  of  the  people  dug  caves  in  the  bank  of  the  river.  There 
they  lived  until  spring. 

In  the  spring  many  more  people  came.  Where  would  these  find  shel- 
ter? In  caves  until  homes  could  be  built  for  them.  Philadelphia  grew 
very  fast.  In  one  year  it  had  357  houses,  many  built  of  frame,  many  of  red 
brick,  and  still  others  of  logs.  In  three  years  it  contained  2,500  people,  and 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  137 

something  that  is  important  to  us — a  school  for  boys  and  girls  taught  by  a 
Quaker  teacher.  His  terms  were :  "To  learn  to  read,  four  shillings  a  quar- 
ter; to  learn  to  write,  six  shillings."  If  you  should  visit  Philadelphia  today, 
you  would  not  only  see  beautiful  school  buildings,  but  many  large  public 
buildings.  Besides  these,  there  are  many  old  buildings  which  you  would 
like  to  visit,  such  as  (1)  Independence  Hall,  where  many  old 
flags  and  Liberty  Bell  are  to  be  found.  Read  story  from  Guerber.  (2)  Betsy 
Ross  House,  where  our  flag  was  made.  (3)  Christ  Episcopal  Church,  which 
Washington  attended.  You  would  also  like  to  visit  the  mint,  where  some 
of  the  money  you  use  is  made.  How  had  Penn  told  the  king  he  was  going 
to  secure  the  land  from  the  Indians?  Have  we  found  out  if  he  did  this? 
Should  you  like  to  do  this  next  time. 
6  Penn  in  America. 

I2  Bade  King  Charles  good-bye. 

22  Landed  at  Swedish  settlement. 

32  Reception  by  the  people. 

I3  Sod  presented. 

23  Dish  of  water. 

33  Keys  of  fort. 

42  Site  for  Philadelphia  chosen  1682. 

13  Sailed  up  Delaware  River. 

23  Named  Philadelphia. 

33  Streets  laid  out  very  straight. 

14  Named  for  trees. 

43  Homes  built. 

I4  Log  houses. 

24  Frame  and  brick  houses. 
53  Growth  of  city. 

I4  Very  rapid. 

24  Three  hundred  and  fifty-seven  houses  in  one  year. 

34  Quaker  school  in  third  year. 

63  Noted  buildings  now  in  Philadelphia. 
I4  Independence  Hall. 
24  Betsy  Ross  House. 
34  Christ  Episcopal  Church. 
ASSIGNMENT:     Give  the  conversation  between  Penn  and  King  Charles 
when  Penn  went  to  bid  him  good-bye.     Why  did  the  people  present  Penn 
with  the  sod,  the  dish  of  water  and  the  keys  to  the  fort?     Compare  the 
growth  of  Philadelphia  with  the  growth  of  Baltimore. 

Lesson  IV. 

PUPIL'S  AIM  :  To  find  out  how  Penn  secured  the  land  from  the  In- 
dians. 

METHOD  OP  PROCEDURE  :  How  had  Penn  told  the  king  he  would  secure 
the  land?  How  might  he  see  the  Indians?  Call  the  Indian  chiefs  together. 
The  chiefs  came  and  met  Penn  under  a  large  elm.  He  walked  into  their 
midst  unarmed.  How  do  you  think  this  made  the  Indians  feel  toward  him? 
Very  friendly.  How  do  Indians  show  their  friendliness?  Smoke  the  cal- 
umet, or  peace  pipe.  After  smoking  the  peace  pipe,  Penn  bargained  for  the 


138  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

land,  and  made  a  treaty  which  lasted  for  more  than  sixty  years.  "The  only 
treaty  never  sworn  to  and  never  broken."  Why  was  it  not  sworn  to? 
Against  Quaker  religion  to  take  an  oath.  The  Indians  were  delighted  with 
Penn.  How  could  they  show  it?  By  giving  him  presents.  They  gave  him 
a  wampum  belt,  on  which  a  paleface  and  a  redskin  were  represented  hand 
in  hand.  This  belt  is  still  carefully  kept  by  the  Pennsylvania  Historical 
Society.  Then  Penn  made  a  speech,  to  which  an  Indian  replied:  "We  will 
live  in  peace  with  Penn  and  his  children  as  long  as  the  moon  and  sun  shall 
endure."  They  did  live  in  peace  with  the  Indians  because  the  Quaker-  were 
so  gentle  that  they  treated  every  one  kindly.  There  is  a  story  which  shows 
how  good  and  generous  even  the  Quaker  children  were.  We  are  told  that 
a  little  girl  sat  at  the  door  of  a  log  house  one  day  eating  her  milk  porridge. 
Her  mother  heard  her  softly  say  again  and  again.  "Xow  thee  shan't,"  then, 
"Keep  to  thy  part."  As  no  one  was  near  the  mother  stole  up  on  tip 
toe  to  find  out  to  whom  the  child  was  talking.  Imagine  her  surprise  when 
she  saw  her  little  girl  sharing  her  supper  with  a  big  black  snake,  which  ate 
from  one  side  of  the  bowl,  while  she  helped  herself  from  the  other,  patting 
him  on  the  head  with  her  spoon  if  he  atUmpted  to  come  over  to  her  side. 

If  you  had  been  a  Quaker  boy,  would  you  have  loved  the  elm?  What 
would  you  have  tried  to  do?  Have  it  taken  care  of.  It  was  taken  care  of 
for  many  years,  and  during  the  Revolutionary  War  was  guarded  carefully, 
so  that  no  harm  might  come  to  it.  In  1810  it  was  blown  down  during  a 
storm,  and  a  monument  with  "Unbroken  Faith"  on  it  was  erected  in  its 
place. 

Now  that  Penn  had  his  city  started  and  the  land  question  settled,  he 
was  delighted  with  his  new  home,  but  did  not  have  much  opportunity  to 
enjoy  it,  because  he  heard  that  the  Quakers  in  England  were  being  perse- 
cuted again,  so  he  sailed  for  England.  He  was  not  able  to  return  to  Penn- 
sylvania for  fifteen  years,  and  then  only  remained  for  two  years.  When 
Penn  died  the  management  of  the  colony  passed  to  his  three  sons.  The 
colony  did  not  prosper  under  their  management  as  it  had  done  under  Penn, 
but  a  man,  Benjamin  Franklin,  came  to  Philadelphia  and  did  many  things 
for  the  city.  Should  you  like  to  know  what  some  of  these  things  were? 
5-  Treaty  with  Indians. 

I3  Chiefs  called  together. 

23  Met  under  large  elm. 

33  Peace  pipe,  or  calumet,  smoked. 

43  Land  bargained  for. 

5:!  Lasted  sixty  years. 

63  Elm  tree  taken  care  of. 

73  Tree  blown  down  (1810). 

83  Monument  placed  there. 
7.     Penn's  return  to  England. 

ASSIGNMENT:  Was  Penn  right  in  believing  the  Indians  were  the  right- 
ful owners?  What  do  you  think  he  avoided  by  treating  the  Indians  as  he 
did?  Tell  the  story,  showing  the  gentleness  of  the  Quaker  children.  What 
city  and  state  does  the  name  "William  Penn"  recall  to  your  mind? 


LESSON    PLANS    IN    FOURTH    GRADE)    HISTORY.  139 

Lesson  V. 

PUPIL'S  AIM  :  To  find  out  what  Benjamin  Franklin  did  for  Philadel- 
phia. 

METHOD  OF  PROCEDURE:  What  is  it  that  we  should  know  about  this 
man?  His  early  life.  Benjamin  Franklin  was  born  in  Boston,  1706.  He 
was  the  youngest  of  seventeen  children,  and  while  a  boy  had  to  help  his 
father,  who  was  a  soap  and  candle  maker.  He  only  went  to  school  two 
years,  but  he  read  many  books  at  night.  In  olden  times  the  boys  began 
quite  early  to  learn  some  trade.  The  natural  thing  for  a  boy  to  do  was  to 
learn  his  father's  trade.  For  two  years  after  leaving  school  Benjamin 
worked  for  his  father.  What  did  he  do?  Cut  wicks,  molded  candles, 
tended  shop  and  ran  errands.  He  did  not  like  this  kind  of  work,  so  Mr. 
Franklin  took  him  to  see  bricklayers,  joiners,  tanners  and  cutters  at  their 
work.  Not  one  of  these  trades  suited  the  boy.  At  last  his  great  liking 
for  the  few  books  persuaded  his  father  to  make  a  printer  of  him,  so  he  was 
sent  to  his  brother  James'  printing  office  when  he  was  twelve  years  old.  In 
return  for  his  board  and  clothes,  and  for  being  taught  the  printer's  trade, 
Benjamin  was  to  work  for  his  brother  until  he  was  twenty-one.  Here  Ben- 
jamin had  better  opportunities  for  reading.  Why?  The  booksellers  would 
lend  him  books,  which  he  would  sit  up  all  night  to  read,  so  that  he  might 
return  them  in  the  morning.  One  of  James  Franklin's  friends  invited  him 
to  his  library,  lending  him  as  many  books  he  he  could  read.  Inspired  by 
things  which  he  read,  he  began  to  practice  writing,  and  even  though  he  was 
kept  busy  every  day,  he  worked  faithfully  at  his  writing  ever}'1  evening,  and 
on  Sundays,  and  also  tried  to  improve  his  language. 

For  two  years  he  worked  faithfully  setting  up  type  and  doing  the  work 
of  the  office.  His  brother  James  then  began  to  print  a  newspaper,  and  Ben- 
jamin often  thought  he  would  like  to  write  something  for  this  paper,  but 
knew  that  James  would  not  print  anything  if  he  knew  his  little  brother 
wrote  it,  so  one  night  he  slipped  a  little  story  he  had  written  under  the  door 
of  the  office.  James  found  it  and  showed  it  to  some  of  his  friends.  They 
all  decided  that  it  was  written  by  a  very  clever  man.  How  did  Benjamin 
feel  about  this?  He  was  very  much  delighted,  and  kept  up  his  secret  writ- 
ing for  some  time,  enjoying  the  joke  on  James  immensely. 

When  Benjamin  was  sixteen  James  printed  something  in  his  paper 
which  the  Massachusetts  Assemb^did  not  like.  He  was  put  in  prison  for 
a  month,  and  was  forbidden  to  prmt  "The  New  England  Courant."  He 
then  decided  to  print  the  paper  under  Benjamin's  name.  Now  the  paper 
was  more  clever  than  ever  before.  Every  number  was  full  of  fresh  news 
and  lively  jokes.  It  sold  like  hot  cakes.  Things  would  have  gone  very  well 
had  Tames  not  proved  such  a  harsh  master  to  his  younger  brother,  often 
beating  him. 

Finally  Benjamin  could  bear  it  no  longer,  and  decided  to  run  away. 
This  made  James  more  angry,  and  he  went  to  all  of  the  printers  in  Boston, 
telling  them  not  to  give  Benjamin  any  work. 

Unable  to  get  work  in  Boston,  he  decided  to  go  to  New  York  on  a 
packet  boat.  Are  we  willing  to  leave  him  thre?  No.  What  then  should 
be  our  problem  next  time?  To  find  out  what  he  did  upon  reaching  New 
York. 


140  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

BENJAMIN  FRANKLIN. 
I.     Early  life. 

1-  Born  in  Boston  1796. 

I3  Youngest  of  seventeen  children. 

2-  Worked  at  candle  and  soap  making. 

3-  Education. 

I3  Went  to  school  two  years. 
23  Read  many  books  at  night. 

4-  Work  in  brother's  office. 

I3  Set  up  type. 

23  Slipped  his  stories  under  office  door. 
33  Paper  printed  under  Benjamin's  name. 
I4  Brother  in  prison. 

ASSIGNMENT:  Tell  about  Benjamin's  boyhood.  Tell  about  Benjamin 
Franklin's  education.  Tell  about  the  joke  he  played  upon  his  brother. 

Lesson  II. 

PUPIL'S  AIMS  To  find  out  if  Benjamin  Franklin  reached  New  York, 
and  what  he  did  there. 

METHOD  OF  PRIR  I-IH  KI:  :  Where  did  we  leave  Kenjamin  Franklin? 
Why  did  he  leave  Boston?  To  get  to  New  York  meant  a  journey  of  300 
miles  by  boat.  This  was  quite  a  trip  in  those  days.  When  he  reached  New 
York  he  had  little  money  in  his  pocket,  and  since  he  was  a  stranger  in  the 
city,  he  hunted  up  the  only  printer  there,  William  Bradford.  Mr.  Brad- 
for  had  no  work  for  him,  but  advised  him  to  go  to  Philadelphia,  where  his 
son  was  a  printer.  Early  the  next  morning  he  was  on  his  way  a^ain,  and  on 
the  morning  of  the  fourth  day  reached  Philadelphia.  He  walked  up  the 
streets  of  the  Quaker  city  alone,  very  tired  and  hungry.  What  would  be 
'the  first  thing  for  him  to  do?  Hunt  for  food.  A  boy  directed  him  to  a 
bakeshop  where  he  asked  for  3  pennys'  worth  of  bread.  To  his  surprise,  he 
was  given  three  great  puffy  loaves  of  bread.  They  were  much  too  large  to 
go  into  his  pockets,  so  he  tucked  one  under  each  arm,  and  eating  the  third, 
went  on  up  the  street. 

As  luck  would  have  it,  he  sauntered  by  the  home  of  a  certain  Mr.  Reed 
just  as  Miss  i\-cd  was  standing  in  the  doorway.  This  young  lady,  little 
dreaming  that  she  was  looking  at  her  future  husband,  could  not  keep  from 
laughing  at  the  poor,  awkward  stranger.  Where  do  you  think  he  went 
after  finishing  his  bread?  To  hunt  a  lodging-house.  Where  would  he  go 
in  the  morning?  To- hunt  Mr.  Bradford. 

When  he  found  Mr.  Bradford  lie  was  told  that  he  needed  no  help,  so 
he  went  to  the  only  other  printer  in  Philadelphia,  Mr.  Keimer,  and  here  he 
was  given  work.  While  he  was  working  for  Mr.  Keimer  his  brother-in- 
law,  Captain  Holmes,  wrote  asking  the  young  man  to  go  home.  When  the 
captain  received  the  answer  he  showed  it  to  the  governor  of  Pennsylvania, 
who  happened  to  bz  with  him.  The  governor  read  the  letter,  and  expressed 
surprise  that  a  boy  of  seventen  could  write  so  well. 

One  day  while  Franklin  and  Keimer  were  at  work  near  the  window  of 
the  printing  house  they  saw  two-  finely  dressed  gentlemen  coming  to  the 
door.  Keimer  thought,  of  course,  that  the  distinguished  visitors  were  for 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  141 

him.  He  was  very  much  surprised  when  one  of  them  said  that  he  was  the 
governor  of  Pennsylvania,  and  that  he  wished  to  see  Benjamin  Franklin. 
The  governor  told  Franklin  that  there  was  great  need  of  a  good  printer 
in  the  colonies,  and  that  if  he  would  set  up  in  business  for  himself  that  he 
should  have  all  of  the  public  printing  in  Pennsylvania  and  Delaware.  This 
was  indeed  an  honor.  Furthermore,  the  governor  offered  to  send  Frank- 
lin to  London  to  choose  the  things  necessary  for  his  start  as  an  independent 
printer.  How  do  you  think  Franklin  felt  at  this  honor?  Delighted.  He 
sailed  on  the  yearly  ship  for  London.  He  was  to  find  letters  of  introduc- 
tion there.  The  governor  was  to  send  these  letters  to  the  firms  in  London, 
telling  them  to  let  Franklin  have  what  he  wanted  to  fit  out  a  printing  office. 
When  he  arrived  in  London,  without  money  or  friends,  he  found  no  letters 
awaiting  him.  The  governor  had  neglected  this  important  work.  What  do  you 
think  he  did?  Hunted  for  work.  He  soon  found  employment  with  a 
printer,  and  went  to  work  with  a  will.  While  there  he  made  friends  with  a 
young  printer,  who  so  admired  his 'swimming  skill  that  he  proposed  they 
should  travel  together  and  give  swimming  lessons.  At  first  Benjamin  was 
quite  pleased  with  the  plan,  and  the  first  great  American  came  -very  nearly 
being  a  swimming  master.  However,  he  decided  to  give  up  the  idea  and 
return  to  Philadelphia.  What  would  be  our  next  problem?  To  learn  if  he 
reached  Philadelphia,  and  what  he  did. 
2.  Life  in  Philadelphia. 

I2  Quarrel  with  brother. 
2-  Departure  for  New  York. 
32  Departure  from  New  York  for  Philadelphia. 
I3  Bread  bought. 
23  Fun  of  Miss  Reed. 
33  Work  in  printing  hpuse. 
43  Interest  of  governor  of  Pennsylvania. 
I4  Trip  to  London. 

I5  Work  in  printing  house. 

ASSIGNMENT:  Why  did  Franklin  leave  Boston?  Tell  of  his  first  day 
in  Philadelphia.  Why  was  the  governor  interested  in  him? 

Lesson  III. 

PUPIL'S  AIM  :  To  learn  if  Franklin  reached  Philadelphia,  and  what  he 
did. 

METHOD  of  PROCEDURE  :  What  were  we  to  learn  today  ?  What  Frank- 
lin did  when  he  reached  Philadelphia?  It  took  nearly  all  of  his  money  to 
pay  his  way  over;  what  did  he  then  have  to  do?  Go  to  work  again  for 
Keimer.  In  a  short  time  he  had  saved  money  enough  to  set  up  a  business 
for  himself.  He  was  soon  making  a  success  at  job  printing,  but  he  was  not 
satisfied  with  this.  He  wished  to  print  a  paper  in  Philadelphia  like  Mr. 
Bradford  printed  in  New  York.  When  he  was  twenty-three  he  decided  to 
print  a  newspaper  and  make  it  the  best  in  America.  He  set  to  work.  In  a 
little  while  everyone  wanted  the  Pennsylvania  Gazette.  Why?  It  had  the 
best  and  latest  news.  When  there  was  not  news  enough  to  fill  the  paper, 
Franklin  wrote  funny  articles,  which  pleased  the  quiet  old  Quaker  town. 
Sometimes  he  would  ask  funny  jokes  in  one  paper  and  answer  them  in 
another,  pretending  to  be  a  different  person  each  time. 


142  LESSON  PLANS  IN  FOURTH  GRADE  HISTORY. 

Once  Franklin  published  an  article  in  his  paper  which  some  of  the  rich 
men  of  Philadelphia  did  not  like.  Hearing  that  they  did  not  like  what  he 
had  said,  he  invited  them  to  supper  with  him.  \Yhen  they  sat  down  to  sup- 
per they  saw  before  them  only  two  puddings  made  of  cornmeal,  and  a  stone 
jug  of  water.  Franklin  politely  helped  his  guests,  and  then,  rilling  his  own 
plate,  ate  heartily.  The  guests  tried  to  eat,  but  not  being  accustomed  to 
such  fare,  could  not  enjoy  it. 

At  last  Franklin  rose  and  said:  "My  friends,  anyone  who  can  live 
on  sawdust  pudding  and  water  needs  no  man's  patronage." 

When  Franklin  was  twenty-four  he  married  Deburah  Reed,  the  youn;^ 
lady  who  had  laughed  at  him  the  first  morning  of  his  arrival  in  Philadel- 
phia. She  helped  him  in  every  way  that  she  could  in  his  business— folding 
and  stitching  pamphlets,  tending  shop,  purchasing  old  linen  rags  for  paper. 

In  those  days  everyone  read  the  almanac  very  carefully.  No  matter 
how  few  books  a  person  had,  he  was  sure  to  buy  an  almanac  every  year,  hi 
1732,  the  very  year  that  Washington  was  born,  Franklin  made  up  his  mind 
to  publish  an  almanac.  It  was  to  contain  not  only  all  the  useful  informa- 
tion usually  found  in  almanacs,  but  also  a  great  deal  of  wisdom  which  should 
benefit  the  common  people,  who  bought  scarcely  another  book.  In  it  Frank- 
lin printed  many  funny  quotations;  but  the  things  that  are  remembered  best 
are  the  many  wise  sayings  that  he  gathered  together.  Here  are  a  few  of 
them  :— 

Lost  time  is  never  found  again. 

Early  to  bed  and  early  to  rise  makes  a  man  healthy,  wealthy  and  wise. 

Laziness  travels  so  slowly  that  poverty  soon  overtakes  it. 

Do  you  think  that  a  man  like  Franklin  would  not  wish  to  do  something 
more  for  his  city  than  just  to  print  a  newspaper  and  an  almanac?  vShould 
you  like  to  know  what  he  did? 

3.     Return  to  Philadelphia. 

1-  Worked  for  Keimer. 
22  Edited  newspaper. 

I3  Best    and    latest    news. 

3-  Independence  shown. 

1:!   Supper  at  Franklin's  home. 

4-  Marriage  to  Deborah  Reed. 

I3  Helped  him  at  his  work. 
52  Almanac  published. 

I3  Poor  Richard's  Almanac. 
23  Contained  wisdom  and  fun. 
3;!  Contained  many  wise  sayings. 

ASSIGNMENT:  Tell  how  Franklin  treated  the  rich  men  who  objected 
to  items  in  his  paper.  Tell  about  Poor  Richard's  Almanac.  , 

Lesson  IV. 

PUPIL'S  AIM  :     To  learn  what  Franklin  did  for  his  city. 

METHOD  OF  PROCKDURI:  :     Tell  some  of  the  ways  in  which  a  man  may 

serve  his  city.     Franklin  began  by  organizing  a  better  police  force.     Then 

he  formed  a  fire  company,  the  first  in  Philadelphia.     This  company  had  no 

engines  or  hose  carts,  as  fire  companies  have  today,  but  every  member  had 


I^SSON    PLANS    IN    FOURTH    GRADE    HISTORY.  143 

to  keep  a  certain  number  of  leather  water  buckets  and  some  strong  bags 
and  baskets,  in  which  to  carry  goods  out  of  a  burning  house. 

In  Franklin's  day  all  of  the  houses  were  heated  by  great  open  fire- 
places, near  which  you  might  sit  and  scorch  your  face,  while  your  back 
froze.  Franklin  invented  an  open  stove,  which  heated  the  entire  room,  and 
at  the  same  time  saved  fuel. 

He  was  a  lover  of  learning,  and  was  not  satisfied  that  Pennsylvania 
had  no  college,  so  in  1749  he  succeeded  in  founding  the  present  University 
of  Pennsylvania.  He  helped  to  start  a  public  library;  also  to  establish  a 
Philadelphia  hospital.  He  had  the  streets  cleaned  and  lighted  by  street 
lamps  that  he  invented. 

Once  when  Franklin  was  in  Boston  he  met  a  man  who  showed  him 
several  electrical  experiments.  Franklin  had  known  nothing  of  electricity 
before  this  time,  and  was  very  much  interested  in  it.  He  then  began  to 
study  about  it,  and  once  during  a  thunderstorm  drew  enough  electricity 
from  the  clouds,  by  means  of  a  kite,  to  fill  a  Leyden  jar.  This  proved  that 
electricity  and  lightning  were  the  same.  He  then  invented  a  lightning  rod 
to  protect  his  home. 

Just  about  this  time  the  colonies  were  having  trouble  with  the  French, 
so  they  held  a  meeting  at  Albany  to  decide  what  could  be  done.  Pennsyl- 
vania sent  Franklin  to  this  meeting  as  their  representative.  He  wanted 
the  colonies  to  unite  and  work  together. 

Just  after  this,  Penn's  sons,  who  had  gained  control  of  affairs  when 
Penn  died,  began  to  compel  the  poor  people  to  bear  the  expenses  of  the 
colony,  so  that  they  need  not  bear  the  taxes,  even  though  they  were  able 
to  do  it.  The  people  of  Pnnsylvania  urged  Franklin  to  ask  the  King  of 
England  to  take  away  the  government  of  Pennsylvania  from  the  Penns, 
and  to  govern  it  himself.  The  king  finally  did  this. 

During  the  Revolutionary  War,  the  colonies  were  too  poor  to  pay  their 
soldiers.  Franklin  went  to  France  and  persuaded  the  French  to  help  the 
United  States.  They  sent  ships,  soldiers,  food,  ammunition  and  shoes  to 
America. 

When  United  States  was  ready  to  declare  its  independence  Franklin 
was  one  of  the  men  chosen  to  prepare  the  Declaration  of  Independence. 

4.  Work  accomplished  for  Philadelphia. 

I2  Public  library. 

22  Fire  company. 

32  Stove — Need  for  this. 

42  Clean  streets. 

52  U.  of  Pa.  started. 

62  Hospital  founded. 

72  Electricity — Lightning  rod. 

5.  Public  service  rendered. 

I2  Representative  to  Albany  Convention. 
22  Trip  to  England  in  behalf  of  people. 
32  Trip  to  France  to  secure  aid  during  war. 
42  Preparation  of  Declaration  of  Independence. 
6  Honor  give  Franklin. 


144  LESSON  PLANS  IN  FOURTH  GRADE  HISTORY. 

I2  Find  Franklin's  name  used  in  name  of  200  counties  or  towns 

in  United  States. 

ASSIGNMENT:  Compare  Franklin's  fire  company  with  our  modern  fire 
companies.  How  did  Franklin  show  that  he  was  fitted  for  his  work? 
What  honor  did  Philadelphia  give  him?  What  important  events  in  history 
do  we  associate  with  Franklin? 


French  and  Indian  War 

INTRODUCTION:  What  three  countries  made  settlements  in  America? 
In  which  section  did  the  Spanish  make  their  settlements?  (Locate  on  map.) 
What  became  of  this  settlement?  What  two  other  countries  then-  controlled 
America?  England  and  France.  Where  were  the  English  settlements? 
Where  were  the  French  settlements?  (Locate  on  map.)  (Here  use  an 
outline  desk  map.  Have  pupils  locate  settlements.) 

By  the  middle  of  the  eighteenth  century  the  colonies  of  England  and 
France  were  firmly  planted  in  North  America.  The  French  had  -crept  in 
and  made  settlements  along  the  St.  Lawrence  and  Mississippi  Rivers.  What 
had  they  built  along  these  rivers  to  strengthen  their  claim  to  the  land?  The 
French  had  built  forts  along  both  rivers.  These  were  used  as  trading  posts. 

Let  us  compare  the  territory  controlled  by  the  French  with  that  con- 
trolled by  the  English.  Territory  controlled  by  English  small  as  compared 
with  that  controlled  by  French.  But  remember  that  although  it  was  only 
the  coast  region  that  was  settled,  England  claimed  that  her  colonies  extended 
straight  across  North  America  to  the  Pacific  Ocean. 

Let  us  look  at  the  land  west  of  the  Alleghanies  claimed  by  the  French 
and  that  claimed  by  the  English.  What  do  we  find?  A  great  deal  of  land 
in  the  Mississippi  valley  was  claimed  by  both  England  and  France.  Why 
were  both  countries  so  anxious  to  claim  this  land  west  of  the  Alleghanies? 
Land  was  valuable  for  hunting,  trapping  and  selling  furs,  and  to  increase 
their  territory.  Let  us  take  our  outline  maps  of  North  America,  and  locate 
the  chief  trading  posts  that  have  been  established  by  the  French.  Stodacone 
or  Quebec;  Hochelaga  or  Montreal;  Port  Royal,  Acadia;  Fort  Niagara, 
Fort  Duquesne.  Map  showing  forts. 

In  what  might  this  overlapping  of  claims  result?  In  war  between  .the 
French  and  English.  What  should  be  our  problem?  To  learn  if  this  over- 
lapping of  claims  did  result  in  war  between  English  and  French. 

PROBLEM  I:  To  learn  if  this  overlapping  of  claims  did  result  in  war 
between  English  and  French. 

When  the  French  first  began  to  trade  for  furs  with  the  Indians  at 
Quebec  why  were  they  willing  to  give  so  many  furs  for  the  merest  trifles? 
The  Indians  did  not  know  the  real  value  of  their  furs.  (Red  cloth,  beads, 
brass  kettles,  etc.)  What  taught  them  the  value  of  the  furs?  The  eager- 
ness of  the  French  to  secure  the  furs.  What  did  the  Indians  then  do? 
Demanded  guns,  hatchets,  knives — more  useful  articles.  How  did  the  cun- 
ning French,  who  knew  the  real  value  of  the  furs,  try  to  gain  advantage 
over  the  unsuspecting  Indian,  and  thus  secure  the  coveted  furs?  By  giving 
him  "scaura,"  or  rum,  and  while  intoxicated  fleece  him. 

NOTE:  Have  pupils  argue  or  debate  "Why  was  it  not  right  for  the 
white  man  to  use  "scaura"  to  help  him  to  get  the  Indian  to  sell  the  pelts  more 
cheaply? 

REFERENCES  : 

Source  readers  in  American  History,  Macmillan  Co.,  No.  2,  p.  91. 
Colonists  and  the  Revolution,  Century  Co.,  p.  97. 

Was  there  any  other  advantage  besides  fur  trading  in  occupying  this- 
territory?  Wished  to  control  Ohio  River.  This  was  a  gateway  to  Missis- 
sippi valley.  What  would  be  the  best  way  for  England  to  strengthen  her 


146  LESSON    PLANS   IN    FOURTH    GRADK    HISTORY. 

claim  to  territory  in  this  region?     To  build  homes  or  trading  posts,  as  the 
French  had  done.     What  then  will  be  our  problem  for  next  time ': 

PROBLEM  n:  To  learn  in  what  way  the  English  tried  to  strengthen  her 
claim  to  territory  in  the  Ohio  Valley.  Let  us  make  our  outline  of  this 
lesson. 

Struggle  between  France  and  England  for  control  of  territory  in  America. 
I.  Conditions  in  America. 

1.  English  possessions. 

Along  Atlantic  coast  tast  of  Alleghanies.     Settlements  made.      Homes 
'built. 

2.  French  possessions. 

Along  St.  Lawrence  and   Mississippi   Rivers.      Forth  built  as  mission 
posts  and  trading  posts. 

3.  Comparison  of  territory  controlled.     Territory  of   English  small 

pared  with  that  of  French. 
4.Claims  of  each  country.     Much  land  in  Mississippi   valley  claimed  by 

both  English  and  French. 

5.  Reasons  for  desire  of  each  to  clajm  territory.  Valuable  for  hunting, 
trapping  and  selling  furs.  Wish  to  increase  territory.  Wish  to  gain 
control  of  Ohio  River.  Gateway  to  Mis^i-sippi  River  and  to  Mis- 
sissipi  valley. 

ASSIGNMENTS:  1.  Why  did  the  French  come  to  America?  Win  the 
English?  Contrast  differences  in  settlement.  2.  Why  was  each  one  so 
anxious  to  gain  control  of  Ohio  valley.  3.  How  was  it  that  the  claims  of 
these  countries  in  Mississippi  valley  overlapped. 

Lesson  II. 

PROI'.LKM  n.  To  learn  in  what  way/  the  English  tried  to  strengthen  her 
claim  to  territory  in  the  Ohio  valley. 

What  did  we  say  was  the  best  way  for  England  to  strengthen  her  claim 
to  the  territory  in  the  Ohio  valley?  To  build  homes  or  trading  posts.  T«i 
order  to  do  this  some  merchants  in  Virginia  organized  a  company  called  the 
"Ohio  Company."  This  company  was  to  build  forts  along  the  Ohio  River. 
The  men  at  these  forts  would  engage  in  what?  Fur  trading.  These  forts 
would  divide  the  French  settlements  in  Canada  from  the  French  settlements 
in  Louisiana.  (Show  this  on  wall  map;  also  on  desk  mai>  used  in  first  les- 
son.) What  would  the  French  try  to  do?  Keep  the  English  from  building 
posts  on  the  Ohio  River.  How  would  they  do  this?  Build  forts  in  the 
Ohio  country. 

Whom  did  they  find  in  possession  of  this  country?  The  Indians. 
These  Indians  had  retreated  from  the  settlements  made  by  the  English, 
and  had  taken  up  land  here.  How  would  they  feel  when  they  saw  the 
French  beginning  to  build  in  their  territory?  Wild  with  alarm.  They 
seemed  like  a  mob  of  bewildered  children  between  two  fires. 

One  of  the  Indians  said  that  the  English  and  French  were  like  the  two 
edges  of  a  pair  of  shears,  and  that  the  Indians  were  the  cloth  which  was  to 
be  cut  to  pieces  between  them.  The  French,  seeing  the  confusion  and 
alarm  of  the  Indians,  tried  to  win  their  confidence.  How  would  they  do  it? 
By  giving  them  presents.  They  did  this,  but  also  tried  another  way. 

England  and  France  were  having  a  war  in  Europe.  How  would  this 
affect  their  colonists  in  America?  Make  them  bitter  toward  each  other. 


LESSON    PLANS    IN    FOURTH    GRADE   HISTORY.  147 

For  this  reason  the  French  were  anxious  to  draw  the  friendship  of  the 
Indians  from  the  English,  so  they  told  them  that  the  English  were  seizing 
their  land,  and  led  them  to  believe  that  the  French  would  aid  them  if  they 
got  into  trouble  with  the  English.  As  a  result  of  this  the  Indians  aided  the 
French  in  an  attack  upon  the  little  village  of  Haverhill,  Mass.,  when  a  rich 
woman,  Hannah  Dustan,  and  her  nurse  were  taken  captive.  A  boy,  who 
had  been  taken  captive  some  time  before,  was  with  the  Indians.  The  two 
women  and  he  escaped  at  night  after  killing  some  of  the  Indians,  and  re- 
turned to  Haverhill.  The  war  had  begun.  Because  the  Indians  took  part 
in  the  struggle  it  was  called  the  French  and  Indian  war.  Another  attack 
was  made  upon  Deerfield,  Mass.  Many  of  the  homes  were  burned,  and 
many  inhabitants  killed.  Others  were  taken  captive  and  carried  off  to  '-he 
Canadian  settlements.  Read  story  of  the  march  from  Deerfield  to  Canada. 
"Struggle  for  continent,"  Parkman,  p.  281. 

How  would  this  make  the  English  feel  toward  the  French?  Very  bit- 
ter. How  would  it  make  the  Indians  feel  towards  English?  Unfriendly 
and  hostile.  Why?  Felt  English  were  goinig1  to  drive  them  off  their  lands. 

The  English  scarcely  knew  upon  which  tribe  of  Indians  they  might 
depend.  Even  the  Iroquois,  who  had  been  so  hostile  to  the  French  and 
friendly  to  the  English,  were  now  wavering,  and  neither  the  French  nor  the 
English  knew  in  whose  favor  the  Iroquois  would  decide,  yet  many  of  the 
tribes  of  Indians  became  fast  allies  of  the  French.  The  chain  of  French 
forts  gradually  lengthened  in  the  Ohio  country.  Which  English  colony 
would  be  most  anxious  to  drive  the  French  from  the  Ohio  country?  Vir- 
ginia. Why?  Because  so  many  of  her  people  would  wish  to  cross  the 
mountains  to  live  in  the  valley. 

How  would  this  be  a  good  thing  for  Virginia?  These  settlers  would 
need  supplies,  tools,  weapons,  horses.  These  they  must  buy  in  the  colony. 
How  would  the  governor  of  Virginia  learn  about  these  French  forts?  From 
hunters  and  friendly  Indians.  What  kind  of  information  would  he  get 
from  them?  Very  meagre.  Only  a  little  from  each.  No  connected  story. 
If  he  wished  to  drive  the  French  out  of  Ohio  country,  what  must  he  know  be- 
fore making  any  plans  ?  The  strength  of  the  forts,  the  number  of  French  and 
their  plans.  How  will  he  find  out  their  plans?  (Children  would  suggest 
sending  out  spies).  Instead  of  sending  spies  the  governor  decided  to  send 
a  message  to  the  French  commander  of  these  forts,  telling  him  that  he  was 
on  English  ground.  How  might  he  learn  the  plans  of  the  French  at  the 
same  time?  By  sending  a  messenger,  who  would  be  on  the  alert  all  the 
time.  What  would  be  our  problem  for  the  next  lesson? 

PROBLEM  in:     To  learn  whom  Governor  Dinwiddie,  of  Virginia,  sent 
as  a  messenger  to  the  commander  of  the  French  forts,  and  also  some  of  his 
adventures  on  the  journey. 
II.  French  and  Indian  War. 
1.  Cause. 

Overlapping  of  territory  claimed  by  French  and  English. 

Mississippi  valley  and  Ohio  valley  claimed  by  both. 
War  in  Europe  between  France  and  England. 
Influence  of  French  upon  Indians. 


148  LESSON    PLANS   IN    FOURTH    GRADE    HISTORY. 

2.  Signs  of  trouble. 

English  determined  to  drive  French  out  of  Ohio  valley. 
Organization  of  Ohio  Company. 

Formed  of  Virginia  merchants. 

Decided  to  build  forts  to  hold  territory. 

Wished  to  divide  French  settlements  at  north  from  French  set- 
tlements at  south. 
French  determined  to  hold  their  territory. 

French  forts  built. 

Confusion  and  alarm  of  Indians. 

Confidence  of  Indians  gained  by  French. 
Attack  upon  Haverhill  by  French  and  Indians. 

Many  prisoners  taken. 

3.  Aim  of  English  to  avert  trouble. 

Decision  of  governor  to  send  a  messenger  to  commander  of  French 

forts. 

ASSIGNMENTS: 

1.  Why  was  this  called  the  French  and  Indian  war?  2.  In  what  way 
would  a  war  in  Europe  between  France  and  England  affect  the 
French  and  English  in  America?  .v  \Yliy  could  tin-  French  so 
easily  influence  the  Indians  to  act  against  the-  English?  4.  Write 
about  the  Ohio  Company.  Organized  by  whom  ?  Reasons  for  or- 
ganization. 

Lesson  III. 

PROIM.KM  in.  To  leam  whom  Governor  Dinwiddie  sent  as  a  messenger 
to  the  commander  of  the  French  forts,  and  also  some  of  his  adventures  on 
the  journey. 

What  had  Governor  Dinwiddie  decided  to  do?  Send  a  message  to  the 
commander  of  the  French  forts.  What  kind  of  a  messenger  would  he  wish 
to  secure.  One  who  would  be  on  the  alert.  What  might  this  messenger 
learn  about  the  French  while  on  this  journey?  Where  forts  are  located, 
number  of  forts,  position  of  cannon,  number  of  French,  strength  of  forts, 
amount  of  provisions  on  hand,  kind  of  officers,  their  friendship  with  the  In- 
dians; also  what  place  would  be  best  for  an  English  fort.  What  kind  of  a 
journey  would  this  messenger  have?  A  difficult  and  dangerous  journey  of 
about  500  miles  through  a  country  where  there  were  no  roads  or  bridges,  and 
where  they  might  meet  hostile  Indians.  What  kind  of  a  messenger  will  the 
governor  need  to  endure  these  hardships?  One  who  was  strong  and  brave, 
and  who  knew  the  ways  of  the  woods,  and  also  the  ways  of  the  Indians; 
quick  to  decide  what  to  do  in  time  of  unexpected  trouble.  How  must  he 
meet  the  French  commander?  In  a  courteous  way,  yet  he  must  be  watchful 
if  he  were  to  be  shrewd  enough  to  learn  what  he  wished  to  know  about  the 
French  plans. 

A  young  man,  George  Washington,  nineteen  years  of  age,  was  chosen 
by  Governor  Dinwiddie  to  carry  this  important  message.  Why  was  he 
chosen?  His  work  as  a  surveyor  for  Lord  Fairfax  had  made  him  strong 
and  self-reliant;  had  given  him  a  great  knowledge  of  Indian  character;  and 
of  the  best  way  to  journey  through  the  wilderness ;  had  also  made  him  accus- 


LESSON    PLANS    IN    FOURTH    GRADE    HISTORY.  149 

tomed  to  danger  and  hardships.  His  friendship  with  Lord  Fairfax  had 
taught  him  how  to  talk  with  people.  What  preparations  would  he  make  for 
this  journey?  Provisions,  dress,  Indian  guide  and  a  few  hunters.  Why 
carry  provisions?  His  journey  was  an  important  one  for  his  country;  he 
could  not  stop  to  hunt  for  food  in  the  wilderness.  How  carry  the  outfit? 
On  pack  horses  and  in  canoes.  Besides  the  hunters  and  guide,  he  took  with 
him  a  Dutchman  who  could  speak  a  little  of  the  French  language,  and  a 
frontier  friend  named  Gist,  who  knew  the  way  as  far  as  an  Indian  village, 
Logstown,  on  the  Ohio  River.  (Use  outline  map.)  They  started  in  Octo- 
ber. What  kind  of  weather  were  they  apt  to  meet  at  this  season?  Rain, 
snow,  swollen  rivers,  swampy  wilderness. 

Gist  guided  them  to  Logstown,  but  knew  the  country  no  further.  Upon 
whom  must  he  rely  for  help?  The  Indians.  How  gain  their  friendship 
and  help?  By  smoking  the  peace  pipe  in  a  council  and  telling  them  the 
French  were  taking  all  their  furs ;  giving  them  presents  and  promises  of 
further  reward.  This  council  lasted  five  days.  Was  Washington  wasting 
time?  No,  because  he  gained  friendship  of  Indians  for  the  English  and  in- 
formation about  the  country.  He  was  riot  impatient  because,  knowing 
Indian  ways,  he  knew  that  they  never  decided  anything  in  a  hurry. 

At  last  a  chief  named  Half-King  agreed  to  take  them  to  Fort  Venango, 
the  nearest  fort  in  the  chain.  From  there  they  went  to  Fort  Le  Boeuf,  near 
Lake  Erie,  where  they  met  the  French  commander.  How  could  Washington 
show  that  he  had  really  come  from  Governor  Dinwiddie?  By  the  papers  he 
carried.  But  anyone  could  have  written  such  papers?  How  would  they 
prove  them  to  be  genuine?  To  be  genuine  they  must  not  only  be  signed  by 
the  governor,  but  be  sealed  with  his  huge  red  seal. 

The  French  commander  received  young  Washington  very  courteously. 
He  gave  him  and  his  men  food  and  drink.  Washington  was  troubled  when 
he  saw  his  Indians  drinking  the  "Scaura  or  firewater,"  because  he  was  afraid 
he  would  never  get  them  to  leave.  The  commander,  "Saint  Pierre,"  told 
Washington  that  his  letter  must  be  sent  by  "runners"  to  the  governor  of 
Canada  at  Quebec,  but  that  he  would  send  a  reply.  It  took  him  three  days 
to  frame  a  reply.  While  waiting  for  the  reply  what  was  Washington  doing? 
Looking  for  the  best  place  to  build  an  English  fort;  learning  all  he  could 
about  the  French  plans  and  the  French  forts ;  talking  to  Indians  and  trying 
to  gain  their  friendship.  At  last  the  answer  was  ready.  It  was  this :  "We 
are  under  orders  to  keep  the  English  out  of  the  Ohio  Valley,  and  we  intend 
to  do  our  duty." 

By  Christmas  time  all  was  ready  for  the  return  journey  of  500  miles. 
What  would  make  this  return  journey  less  easy?  The  hardships  will  be 
doubled  because  the  weather  is  much  colder,  the  trails  in  worse  condition, 
the  horses  worn  out.  In  a  few  days  the  horses  were  exhausted.  What 
was  the  only  way  for  Washington  to  proceed?  On  foot  through  this  dan- 
gerous country.  Who  would  carry  the  baggage?  Gist  and  the  Indian 
guide.  Of  what  must  Washington  take  care?  Of  the  important  papers. 

The  Indian  guide  proved  a  rascal.  He  begged  to  carry  Washington's 
gun  for  him,  but  the  young  Virginian  did  not  trust  him.  One  night,  when 
the  little  party  was  tramping  along  single  file,  the  Indian  turned  suddenly 


150  IvKSSON    1'LANS    IN    FOURTH    GRADE    HISTORY. 

and  fired  at  Washington  from  behind  a  tree.  It  was  dark  and  the  bullet 
missed  its  mark.  Gist  wanted  to  kill  the  Indian,  but  Washington  would  not 
allow  him  to  do  so. 

On  another  occassion  Washington  nearly  lost  his  life.  He  and  his 
friend  had  reached  the  Allegheny  River.  It  was  full  of  floating  ice.  They 
made  a  raft  of  logs.  While  they  were  pushing  across  the  river  a  big  cake 
of  ice  struck  the  raft,  and  Washington  was  thrown  into  the  water.  The 
two  men  at  last  got  ashore  on  a  little  island.  Having  no  way  to  build  a 
fire,  they  had  to  keep  walking  all  night  in  their  wet  clothing.  In  the  early 
morning  they  were  able  to  get  across  on  the  ice,  where  they  secured  horses 
at  a  settler's  cabin  for  the  remainder  of  the  journey. 

What  had  Washington  really  accomplished  ?  Kven  though  the  French 
did  not  leave  the  Ohio  Valley,  Washington  had  undertaken  and  performed 
a  difficult  journey;  had  gained  valuable  information,  and  secured  the  friend,- 
ship  of  Indian  chiefs,  besides  selecting  a  location  for  an  Knglish  fort  to  be 
built  on  the  Ohio  River. 

Governor  Dinwiddie  was  much  pleased  with  what  his  young,  friend  had 
done,  and  made  this  young  man  of  twenty-two  a  colonel.  He  had  done  his 
duty  even  though  the  answer  from  the  French  governor  was  unfavorable. 
What  was  the  only  move  that  Governor  Dinwiddie  could  now  make?  Send 
men  to  take  possession  of  the  Ohio  country.  What  may  we  take  for  our 
problem  for  next  lesson? 

PROULI'.M  IV:      To  learn  how  the  Knglish  tried  to  drive  the  French  out 
of  the  Ohio  country.     Let  us  make  our  outline. 
4.  Washington's  Trip  to  French  Fort. 
Difficulties  of  journey. 

Dangerous  journey  of  500  miles. 
No  roads  or  bridges. 
Hostile  Indians. 
Why  Washington  was  chosen. 

Had  grmvn  strong  and  self-reliant  through  experience  as  a  sur- 
veyor. 

Accustomed  to  danger  and  hardships. 
Knew  Indian  character. 
Knew  country  better  than  anyone  else. 
Preparations  for  journey. 

Provisions,  dress,  Indian  guide  and  a  few  hunters. 
Pack-horses  and  canoes  in  which  to  carry  provisions. 
The  journey. 

C.ist,  a  frontier  friend,  as  guide  to  Logstown. 
Peace-pipe  smoked  at  Indian  camps. 
Half-King,  Indian  chief  as  guide  to  Fort  Venango. 
At  the  French  Fort  "Le  Boeuf." 

Le  Boeuf  a  short  distance  from  Venango. 
Washington  courteously  received. 
Washington  detained  while  waiting  for  reply. 
Return  to  Virginia. 

Unfavorable  reply  given  to  Washington. 


LESSON    PLANS   IN    FOURTH    GRADE    HISTORY.  151 

Difficulties  of  journey. 

Winter  weather,  trails  in  worse  condition,  horses  worn  out. 
Treachery  of  Indian. 
Accident  on  Allegheny  river. 
Result  of  trip. 

French  did  not  leave  Ohio  valley. 
Valuable  information  gained  by  Washington. 
Friendship  of  Indians  secured. 
Location  for  English  fort  selected. 
Washington  made  a  colonel. 
ASSIGNMENTS: 

1.  Imagine  that  you  were  with  Washington.  Write  a  description  of 
the  journey  to  the  French  fort.  2.  Compare  traveling  in  those  days 
with  that  of  today.  3.  In  what  way  did  Gist  serve  Washington? 
4.  Why  was  Washington  chosen  as  the  messenger?  5.  Give  re- 
sults of  the  trip. 

Lesson  IV. 

PROBLEM  IV :  To  learn  how  the  English  tried  to  drive  the  French  out 
of  the  Ohio  country. 

What  was  the  only  way  for  the  English  to  keep  the  French  out?  To 
build  forts  of  their  own  faster  than  the  French.  Who  would  be  given  com- 
mand of  the  men  sent  to  build  the  forts?  Washington.  Why?  He  would 
know  the  best  places  to  build  forts.  Would  use  knowledge  gained  on  his 
trip. 

A  body  of  men  under  Washington  was  sent  to  begin  work  on  the  spot 
which  he  had  selected,  the  site  of  the  present  city  of  Pittsburgh.  (Locate 
on  map.)  What  action  would  the  French  take?  Try  to  drive  them  away. 

There  were  a  great  many  more  French  in  the  Ohio  country  than  the 
English  had  supposed.  Since  there  were  so  many  French  what  happened? 
French  would  drive  English  out.  What  use  would  the  French  make  of  this 
unfinished  fort?  Capture  it  and  finish  it  for  their  own  use.  This  is  what 
they  did,  and  they  named  it  Fort  Duquesne  in  honor  of  the  Canadian  gov.- 
ernor.  (Locate  on  map).  Would  Washington  be  willing  to  give  up  even 
though  driven  from  that  place?  No.  What  would  he  do?  Build  another 
fort.  In  great  haste  Washington  now  began  to  build  a  shelter  which  he 
called  Fort  Necessity.  Why?  Needed  it  as  a  shelter  in  case  of  an  attack  by 
French. 

The  French  did  attack  them,  and  even  though  he  fought  bravely,  with 
his  little  body  of  men  was  obliged  to  surrender  to  the  French  because  of 
their  greater  numbers.  The  English,  however,  were  permitted  to  march 
out  with  flying  flags  and  go  home.  The  French  marched  triumphantly  back 
to  Fort  Duquesne,  burning  all  the  buildings  they  found  on  their  way.  Not 
an  English  flag  was  left  to  wave  west  of  the  Alleghanies.  What  effect 
would  this  have  upon  the  English  ?  Arouse  them  and  make  them  see  that 
they  must  take  decisive  action. 

They  were  thoroughly  aroused,  and  sent  some  men  to  New  York  to 
talk  over  the  matter  with  the  Iroquois  Indians.  Why  talk  with  the  Iroquois? 
The  Iroquois  hated  the  French.  They  knew  the  strength  of  the  French  bet- 
ter than  the  English,  and  also  some  of  the  plans  of  the  French. 


1?2  LESSON    PLANS    IN    FOURTH    GRADE    HISTORY. 

The  Iroquois  told  them  that  the  French  were  working  like  men  building 
strong  forts,  while  the  English,  like  women,  had  no  forts.  England  now 
saw  that  something  must  be  done  for  her  colonists  here  in  America,  so  the 
next  year,  1755,  General  Braddock,  an  old  experienced  soldier,  landed  in 
Virginia  with  two  fine  regiments  of  red-coated  soldiers.  He  was  sent  from 
England  to  had  the  colonists  in  their  fight  against  the  French.  "Which  of 
the  French  forts  would  Braddock  wish  to  attack?  Fort  Duquesne.  Why? 
This  fort  was  the  stronghold  of  the  French. 

Horses  and  wagons  were  very  scarce  in  Virginia,  but  Benjamin  Frank- 
lin, who  always  knew  how  to  do  the  right  thing  at  the  right  time,  went  to 
the  farmers  of  Pennsylvania  and  persuaded  them  to  furnish  wagons  and 
horses,  and  the  army  started  for  Fort  Duquesne.  \Ylio  would  be  apt  to  go 
with  Braddock?  Washington  and  his  riflemen.  Xow.  General  Braddock 
was  a  brave  soldier,  and  accustomed  to  fighting  in  the  open  fields  of  Eng- 
land. How  do  Indians  fight?  In  airbush.  \Yashington,  knowing  this, 
advised  Braddock,  as  they  entered  a  dee])  valley  which  lay  bet  ween  them  and 
Fort  Duquesne,  to  let  him  send  out  his  riflemen  as  scouts.  What  did  he 
wish  them  to  find  out?  Where  the  Indians  were  in  hiding.  This  made 
Braddock  very  angry.  "Do  not  tell  me  what  to  do,  young  man.  I  was  an 
officer  in  the  king's  army  long  before  you  were  born."  ( )f  course  no  scouts 
were  sent  in  advance. 

On  went  the  English  through  this  deep  valley  without  a  thought  of  a 
hidden  enemy,  when  all  of  a  sudden  rang  out  the  dreadful  war  whoop  of 
the  Indians.  From  behind  bushes,  trees  and  rocks  the  savages  shot  down 
the  English  soldiers.  The  English  could  see  no  one  at  whom  to  fire.  The 
enemies  were  hidden.  General  Braddock  did  all  that  a  brave  man  could  do. 
Four  horses  were  shot  beneath  him.  But  he  was  wounded,  and  died  a  few 
days  later.  His  last  words  were,  "We  -hall  know  better  next  time."  He 
was  buried  in  the  trail.  Washington  reading  the  burial  service. 

France,  knowing  that  England  had  sent  Braddock  to  America,  decided 
to  send  a  general  to  take  charge  of  her  campaign.  She  sent  General  Mar- 
quis de  Montcalm.  What  would  be  our  problem  for  next  lesson? 

PROBLEM  V:    To  learn  of  the  part  that  Montcalm  played  in  the  war. 
Let  us  make  our  outline. 
5.  The  conflict. 

Attempt  to  take  Ohio  country. 
Washington  chosen  commander. 
Fort  captured  by  French.     Called  Fort  Duquesne. 
Fort  Necessity  built  by  Washington. 
Captured  by  French. 
English  permitted  to  go  home. 
Council  with  Iroquois  Indians. 

Indians  told  of  strength  of  French. 
Braddock  sent  by  English  to  help  England. 

Landed  in  Virginia — two  regiments  of  soldiers. 
Preparations  to  attack  Fort  Duquesne. 
Washington  chosen  to  aid  Braddock. 
.Horses  and  wagons  secured  by  Franklin. 
Attacked  by  Indians  on  way  to  fort.    Braddock's  death. 


LESSON    PLANS    IN    FOURTH    GRADE    II1STOKY.  153 

ASSIGNMENT  : 

1.  Why  were  the  English  permitted  to  go  home  when  Fort  Necessity 
was  captured?  2.  Why  did  England  send  Braddock  to  America  to  help  the 
colonists?  3.  How  were  horses  and  wagons  secured  when  preparing  to 
attack  Fort  Duquesne?  What  does  this  act  tell  you  about  Franklin?  4. 
Give  reasons  for  Braddock's  defeat. 

Lesson  V. 

PROBLEM  V:     To  learn  of  the  part  that  Montcalm  played  in  the  war. 

By  whom  was  Montcalm  sent,  and  for  what  purpose? 

PROCEDURE. 

Montcalm  was  sent  to  America  by  the  French  to  take  charge  of  the 
French  soldiers.  He  gave  his  time  and  earnest  attention  to  the  winning  of 
the  Ohio  country  for  France.  His  first  battle,  the  capture  of  Oswego 
(Map),  was  a  brilliant  success,  because  it  was  one  of  the  strongest  and 
most  important  of  the  English  forts.  It  was  located  on  Lake  Ontario,  and 
its  loss  was  a  great  blow  to  the  English. 

The  next  year  Montcalm  struck  another  important  blow.  News  came 
that  the  best  of  the  English  troops  had  gone  to  attack  Louisburg.  Louis- 
burg  was  the  strongest  of  the  French  forts,  and  besides  Quebec  was  the 
most  important,  for  it  stood  at  the  entrance  of  the  St.  Lawrence.  This  ex- 
pedition left  two  of  the  English  forts,  Edward  on  the  Hudson  and  William 
Henry  on  Lake  George  without  strong  protection.  This  was  what  Montcalm 
wanted.  He  sent  messengers  to  gather  Indians  into  Montreal.  They  at- 
tacked Fort  William  Henry,  and  after  a  siege  of  three  days  a  white  flag  was 
raised,  a  drum  beaten,  and  one  of  the  English  officers  left  the  fort  and 
approached  Montcalm's  tent,  asking  what  course  to  pursue.  Montcalm 
agreed  that  the  English  should  march  out  with  the  honors  of  war,  and  that 
they  should  be  taken  to  Fort  Edward  the  next  day  under  the  protection  of 
French  soldiers. 

He  called  a  council  of  the  Indian  chiefs,  and  made  them  promise  not 
to  allow  the  English  to  be  hurt.  The  chiefs  promised,  but  the  promise  was 
kept  in  a  savage  fashion.  The  next  morning  they  fell  upon  the  English  and 
commenced  a  terrible  massacre.  Montcalm  rushed  out  and  cried  out,  "Kill 
me,  but  spare  the  English,  who  are  under  my  protection."  His  bravery  was 
useless.  He  found  it  was  easier  to  lead  Indians  to  battle  than  to  lead  them 
away  from  it.  He  was  glad  indeed  when  his  army  once  more  turned  toward 
Montreal. 

But  Montcalm's  greatest  victory  was  yet  to  come.  In  1758,  with  only 
four  thousand  men,  he  defeated  an  English  army  of  more  than  15,000  which 
had  been  sent  to  capture  old  Fort  Ticonderoga.  It  did  seem  that  this  great 
French  warrior  was  really  going  to  trample  the  English  under  his  feet.  The 
fortunes  of  the  English  looked  very  dark  indeed,  but  help  was  near  at  hand. 

William  Pitt,  a  great  English  statesman,  whom  Americans  admired, 
now  took  the  lead  in  England.  He  dismissed  the  generals  whom  Montcalm 
had  defeated,  and  put  able  fighters  in  their  places.  Among  these  was  James 
Wolfe.  His  father  was  a  great  soldier,  and  James  was  early  put  to  study- 
ing the  art  of  war.  He  was  made  an  officer  at  16,  and  at  31  was  made  a 
general  as  a  reward  for  his  bravery. 


154  LESSON  PLANS  IN  FOURTH  GRADE  HISTORY. 

While  Montcalm  was  winning  a  great  victory  at  Ticonderoga  Wolfe  was 
helping  to  capture  the  powerful  fortress  of  Louisburg,  which  guarded  the 
entrance  to  the  Gulf  of  St.  Lawrence;  then  with  a  large  fleet  of  war  vessels 
and  an  army  of  9,000  soldiers,  Wolfe  reached  Quebec  in  June,  1759.  Mont- 
calm  had  fortified  the  city  at  every  point.  He  had  an  army  of  16,000 
French,  Canadians  and  Indians.  The  fort  itself  was  on  a  rocky  cliff,  so 
high  that  cannon  from  the  warships  could  not  reach  it. 

The  French  taunted  the  English,  telling  them  they  were  foolish  to  think 
that  they  could  capture  Quebec.     But  Wolfe  declared  that  he  would  have    ' 
Quebec  or  stay  until  November.     Fortunately  for  Wolfe.  Robert   Str<'l><> 
came  into  his  camp  one  day.     He  had  been  one  of  Washington's  men  in  the 
Ohio  country.     The  French  had  captured  him  there,  and  had  carried  him 
off  to  Quebec,  where  he  had  been  a  captive  for  five  years,  and  had  learned 
every  inch  of  the  ground  around  Quebec.     He  had  escaped,  and  had  come    | 
to  join  Wolfe.     In  what  way  might  he  serve  him?     Draw  a  plan  of  the 
country  around  Quebec. 

He  showed  Wolfe  a  narrow  path  just  above  Quebec  where  men  nr.Ju 
climb  the  steep  slope  and  get  to  the  plains  on  top. 

Wolfe  then  decided  that  since  Montcalm   would  not  come  out  of  his 
fortified  city,  he  would  send  his  picked  troops  up  the  river  to  this  path  above    j 
the  city  and  let  them  climb  the  rocky  heights  to  the  "Plains  of  Abraham."    - 
Twenty-four  men  volunteered  to  try  to  climb  this  steep  rocky  path  leading 
far  away  to  the  top.     Up  they  went,  in  the  night,  clambering  over  stones 
and  catching  at  the  trees  and  bushes  until  presently  Wolfe  and  his  men    ' 
heard  their  shouts  and  guns  on  the  heights  as  they  captured  some  French 
guards.  • 

The  others  followed  and  in  the  gray  of  the  morning,  Wolfe  formed    | 
his  red  coats  for  the  desperate  charge  which  he  knew  was  coming. 

Montcalm  was  amazed  when  he  saw  the  Engli-h.  Tin-  English  finally 
charged  bayonets  and  the  French  retreated.  Wolfe  was  killed  and  Mont- 
calm seriously  wounded  as  he  sat  on  his  beautiful  black  horse. 

Wolfe  had  won  one  of  the  greatest  victories  in  the  history  of  the  world. 
By  the  treaty  of  peace  which  was  signed  1763,  the  king  of  France  sur-  | 
rendered  all  of  New  France  from  Hudson  Bay  to  Gulf  of  Mexico  and  from 
Mississippi  River  to  Atlantic  Ocean  to  England.  The  coura-e.  devotion 
and  self-sacrifice  of  Champlain,  Joliet,  and  Marquette,  of  La  Salic  and 
Hennepin  and  the  brave  efforts  of  Montcalm  were  lost  as  far  as  France  was 
concerned. 

OUTLINE. 

Montcalm  sent  by  France  to  help  French. 

Desire  to  win  Ohio  country  for  France.    Capture  of  Oswego.    Capture  of 
Fort  William  Henry. 

Treachery  of  Indians.    Appeal  of  mercy  for  English  by  Montcalm. 
Capture  of  Fort  Ticonderoga. 
Aid  given  English  by  Wm.  Pitt. 

Wolfe  sent  to  command  English  soldiers.     Louisherg  raptured  bv  K: 
Quebec  taken. 
Montcalm's  death.     Wolfe's  death. 


LESSON    PI^ANS   IN   FOURTH   GRADE   HISTORY.  155 

6.  Result  of  War: 

Claim  to  territory  in  America  given  by  French. 

ASSIGNMENT:  1.  Tell  about  the  capture  of  Fort  William  Henry.  2. 
Imagine  that  you  were  one  of  the  English  soldiers  climbing  up  the  narrow 
path  to  Quebec.  Give  your  experiences.  3.  On  outline  map  show  territory 
now  claimbed  by  English. 

REFERENCES:  1.  Builders  of  Our  Country — Southworth.  2.  Struggle 
for  a  Continent — Parkman.  3.  Our  Country's  Story — Tappan.  Primary 
History  U.  S. — Morris.  Child's  Book — American  History — Blardsall  and 
Ball.  Leading  Facts  American  History — Montgomery. 


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